Contemporary childhood is characterized by intensified documentation and assessment from an early age. The aim of the presentation is to describe and discuss the documentation and assessment practice in Swedish preschools in a didactic perspective. The question is: What, how and why documentation and assessment are used in Swedish preschools? The selection includes preschools in both urban and rural municipalities. A reflexive textual and abductive analysis is used. A wide variety of documentation and assessment forms emerge in different preschools. Assessments are interwoven in the construction of the documents. Examples of documentation are Individual development plans, portfolio, pedagogical documentation, standardized documents like TRAS, StegVis and START. The documentation provides a sample of developmental-psychological assessments, knowledge assessments, personal assessments, self-assessments and centre-performance-focused assessments. Assessment and documentation can be interpreted as both summative and formative. Content and form vary and the functions of documentation and assessment emerges as focused on both qualification, socialisation and subjectification (subjektifiering). The concept of transformative assessment can articulate and define teachers' interactions among different types of documentation and assessment in a didactic perspective. The presentation highlights how the documentation and assessment of children varies depending on where the children grow up and attend preschool – a diversified normalisation emerges. The presentation end up in the possibility that the tentative concept Documentalized childhood can capture the phenomenon and be seen as a response to and driving force in the globalization of society and risk modernity.