Learning Story Observation

Learning Stories or learning journeys are a more structured approach to observation than just narrative, narratives contributing to learning stories along with things such as photographs, photocopies of children's work and children's comments all taken from the day children start within the early years system progressing straight through to their reception year. 

‘Stories can capture the complexity of situated learning strategies plus motivation.'

                                                     (Carr. 2001.P.95)

How to carry out a learning story:

-        Describe – describe what the child is doing or achieving.

-        Document – writing it all down and applying it to their learning story.

-        Discuss – is a discussion with child, colleagues, parents to decipher where about      the child is at in their learning and their interests.

-        Decide – deciding the next steps for the child to take so that they are able to        continue to progress and achieve.

By following out each of these "four D's" as Carr (2010.P.181) describes it allows the practitioners to carry out the learning story and then plan for the child's next steps. It allows them to see whether the child needs extra support or if they need challenging further.

Why are learning journeys so important?

Carr states that learning journeys are useful for both practitioners and parents as all of the information is collaborated, this is useful as it is all together in one place and it contains all observations that have been carried out, assessments and work done by the child (both individually and in a group). The learning journey focuses on one child as an individual but it contains all holistic aspects of their learning and allows the practitioner to see exactly where the child is currently at. A learning journey is a continuous piece of evidence, so therefore achievable goals can be placed for the child and then reviewed at a later date. (2001)