For many children, the first day of school is seen as a "zero hour" - as if their educational and learning processes had not already begun long before they entered school life. The potential, strengths, and prior knowledge that children bring with them upon starting school are still largely unrecognized, overlooked, and often disregarded. Teachers simply lack knowledge about the individual learning starting points of their new students. To address this, there is currently intense discussion in both academia and practice about a transitional and cross-institutional educational documentation for the learning and personal development of children. The book focuses on the themes of "observation," "documentation," and "feedback" as a central instrument in current quality debates in the early childhood and primary education sectors. It outlines a resource-oriented approach.