Parents as partners in their children's learning is predicated by a notion of a mutual understanding of the learning as shared by educators. Documenting learning in early childhood education and care (ECE & C) settings has evolved from more traditional developmental approaches to include photographs, artefacts and social stories to make learning visible for parents. However, while educators are using these approaches to document learning in ECE & C settings, the shared understanding of the learning for parents is not always mutually understood. The paper presents a small-scale case study, which examined the way parents in one long day ECE & C service which had recently redeveloped an outdoor play area to bring in more natural affordances to support the children's learning and development. The paper reports on the perceptions of two parents with children attending this centre in how the educators were making visible the learning and development afforded the children through engaging in this newly designed space. The study found that while educators were using a range of documentation approaches, the parents had little shared understanding of their children as engaging in this space. (author abstract)