Learning Stories

Learning stories are the primary means of assessment used in New Zealand early childhood settings. Developed by New Zealander, Margaret Carr, learning stories are impacting early childhood assessment throughout the world. Unlike previous forms of assessment, learning stories are not deficit in nature. They focus on what a child can do, rather than what they can’t.
Learning stories document a child’s learning event, with a focus on five key learning dispositions:

Taking an interest - Finding an interest here – a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar. Coping with change.

Being involved - Paying attention for a sustained period, feeling safe, trusting others. Being playful with others or materials.

Persisting with difficulty - Setting and choosing difficult tasks. Using a range of strategies to solve problems when stuck.

Expressing an idea or a feeling - in a range of specific ways. For example; oral language, gesture, music, art, writing, using numbers, patterns and telling stories.

Taking responsibility - Responding to others, to stories and imagined events, ensuring that things are fair, self-evaluating, helping others and contributing to the programme.

These learning dispositions are of great importance in the early years, as they provide a starting point for life-long learning.

Although every learning story differs in its style and presentation, the basic format remains the same. The story itself is usually a description of what the adult observed the child doing. The interpretation offers an insight into what the child was learning, the learning dispositions displayed and how this links to Te Whaariki – The Early Childhood Curriculum and/or current theories of child development. The ‘what next?’ section discusses future plans for extending and encouraging the child’s learning. The story may also be accompanied by photos or samples of the child’s work.

Learning stories are collected in a child’s individual ‘profile book’ or ‘learning journal’ where families are given opportunities to comment and contribute. Stories are also displayed on boards and wall displays within the early childhood setting.