In prior Quick Notes the image of the child as strong, resourceful and competent has been linked to democratic community in education. We have also presented the value of intention as a pedagogical (teaching and learning) tool. Now we intertwine these philosophical theories and practices with the theory of reflection, and documentation as a means of reflection. Recently Voyagers Community School teaching staff and a parent attended a roundtable discussion with Reggio-inspired teachers from around New Jersey. In preparation for this meeting we read and analyzed a chapter addressing documentation and the role it plays in our environment in the book Authentic Childhood: Experiencing Reggio Emilia in the Classroom, (2001). Along with colleagues we considered the theory of documentation as a means of reflection and its value in teaching and learning within an academic community.When documenting learning there is intense focus on children’s experience, memories, thoughts, and ideas during the course of their work. This practice or method emphasizes the importance of displaying children’s work with great care and attention to both content and aesthetic qualities. This documentation stimulates and grows from reflection. Reflection is the practice of considering the work in progress, talking about the experiences, sharing possibilities, challenging thinking and visiting the work again. This occurs between teachers and children, children and children, and teachers and teachers in the form of dialogue. Awareness grows from this exchange and gives the teacher/researcher a flow of hypotheses and curriculum direction. The documentation, the reflection and the dialogue that ensues between all members of the community strengthen their bond to each other and to learning.