The following work follows my transition from an early childhood educator co-researcher to a master’s researcher in a pedagogical inquiry project in relation with movement. This MRP presents two articles that draw on a pedagogical inquiry project in Toronto, Ontario. Educators and researchers collaboratively investigated movement pedagogy through conversations and provocations in the playground. Of particular interest to this MRP is a rethinking of documentation practices, as well as discussion of what it might mean to move well together in early childhood education. The first article presents documentation as performativity as a way of rethinking boundaries between the human, material, and subject in representational practices. The second article thinks with movement practices as a moving with species of least concern through the redefining of environment as a meshwork. Overall, this work advances educator pedagogical inquiry research and provides possibilities for reimagining early childhood practices around inquiry, movement, and documentation.