This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of "Bildung"--as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that "Bildung" has for the constitution of children's subjectivity. Does "Bildung" bring about a regime of individualization that obfuscates modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation?