Proceedings of the Annual Meeting of the Cognitive Science Society

There are emerging innovative educational interventions through automated computational analytics so-called learninganalytics (LA) to utilize a large amount of student participation. However, LA is a relatively unexplored area in EarlyChildhood Education (ECE). To respond to this gap, LA is defined as a tool for co-designing pedagogical documentationpractices with ECE teachers to visualize student design cognition. Drawing upon a Multiliteracies pedagogy framework,this qualitative study investigates how two kindergarten teachers co-designed pedagogical documentation practices usinga digital portfolio app (Seesaw) to leverage 25 young childrens design cognition in multiple modes and technologies.Using the constant comparison method, two themes were emerged from multiple data sources (e.g., digital portfolioson Seesaw, teacher assessment, fieldnotes, interviews): teachers-as-(Co)Designers of LA Interventions; and Portfolio ofStudent Learning Progression, not Portfolio of Student Work. Our findings suggest the need for effective pedagogicalsupports for young childrens design cognition and their teachers LA interventions.