Early Childhood Learning Story
We often talk about the importance of documentation as an integral component of our environment. Documentation in the classroom brings transparency and visibility to how young children learn and how teachers facilitate and extend the learning process.
Documentation can take many forms- from pictures that can capture expression and ideas and leave room for interpretation to children’s art and words that offer a glimpse of developmental ability to learning stories that might highlight a small vignette in the life of the classroom.
Here is a learning story from a current Transitional Kindergarten student:
“A Learning Story is first and foremost a story. It tells a tale to the child, to the family, to guests, and to ourselves as teachers of children. It builds upon the very human tradition of oral story telling. There is not one right way to do it. However, it always begins with the child’s initiative . The child or children starting on their own, without cues or direction, is first; or the child or children responding in their own way to something that has occurred or been offered as an invitation or provocation. Stories are always about “good”
things we value: nothing negative at all. The tale progresses through the subsequent stages of engagement (becoming involved) and intentionality (causing something), if it gets that far.
This is what to look for to include in a Learning Story:
Initiative Engagement Intentionality Relationships Dispositions and approaches to learning.”
~ Margie Carter & Deb Curtis