According to educational research, pedagogical documentation, utilised in early childhood education and care (ECEC) settings in several countries around the world, can enhance participation and quality. However, the use of pedagogical documentation does not have an unequivocal meaning and the impact depends on the context and how pedagogical documentation is implemented and adopted. This study investigated how pedagogical documentation was used and adopted among professionals in Finnish ECEC in the wake of a new normative curriculum in 2016 that made pedagogical documentation mandatory. Theoretically, the study is based on educational research that has a close affinity to the Reggio Emilia approach to documentation. The empirical data (N = 135) was derived from a questionnaire that was sent out to ECEC centres in one larger municipality in Finland. Our empirical data was examined using a mix of quantitative and qualitative content analysis. Our findings arrived at four different dimensions presenting various ways of implementing and adopting pedagogical documentation. We see the results as significant both in Finland and internationally, since pedagogical documentation requires interpretation by ECEC professionals and adaptation to local and regional conditions.