Analysis of Learning Stories and Language Transcripts in Bachelor of Early Childhood

This document provides an analysis of learning stories and language transcripts in the Bachelor of Early Childhood program. It explores the learning abilities and social development of children through various experiences. The document includes references for further reading.

Running head: BACHELOR OF EARLY CHILDHOOD
BACHELOR OF EARLY CHILDHOOD
Name of the Student
Name of the University
Author note

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Table of Contents
Analysis of learning story 01...........................................................................................................2
Analysis of learning story 02...........................................................................................................2
Analysis of learning story 03...........................................................................................................3
Analysis of language transcript 01..................................................................................................3
Analysis of language transcript 02..................................................................................................4
Analysis of sample 01......................................................................................................................4
Analysis of anecdote 01...................................................................................................................5
Analysis of jottings 01.....................................................................................................................5
References........................................................................................................................................7

2BACHELOR OF EARLY CHILDHOOD
Analysis of learning story 01
Through this experience I found Eloise to be a confident and involved learner. He
learning skills of language is so deep that she can convey her thoughts very clearly. She was
playing with the wooden blocks and this also improved her skills of mathematics. She was found
to be counted each sides of the blocks which no doubt has increased her skills of geometry and
sizes. Her learning about the sizes, shapes and positions was so clear that she immediately
identified the building prepared by her to be the jail for the cars and later also clarified it to be
the jails, even for the cars for the polices. At first she was going to prepare a rocket with a long
wooden block. When she found that it was not possible to build a rocket with only one block she
went to bring more blocks, then suddenly after getting more blocks she made a jail. This proved
her learning skills only (Fleer & Peers, 2018).
Analysis of learning story 02
Through this experience also Eloise was found to be a confident and involved learner
(Hendry, 2017). She had a very good capability of learning a thing and then transferring it to a
different context. She was swinging on the swing. Her educator was helpline her and she was
tightly holding her rope. Her knowledge about the shapes and sizes along with the colours are
quite clear that she left swinging and started counting the sizes. With the two wooden blocks
laced, she started preparing the swing in which she was swinging. This shows how efficient she
was in applying her learning skills. No only she was preparing the swing, she started preparing
herself with the circles and the sticks. She knew that to represent her hands and legs the sticks

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were the appropriate ones and for the head she used the circles. She could not do it herself and so
she took the help from her educator. She even knew this that if she herself cannot do this, the
educator can help this out.
Analysis of learning story 03
This experience shows that the child was quite connected with and also she is connected
with the world. The child has become socially responsible and was showing her respect for the
environment. She was found to be playing in front of an ice cream shop with ponies and a dull
house. One of the tall by removes one of the pony and kept it in the roof of the ice cream shop.
After noticing this, she understood that she will not be able to get the pony. In accordance with
the (Guo & Dalli, 2016). circumstance, she brought a long wooden block. She could not pick up
the block. Her idea about how to use the block to get back the pony showed that she can do
investigation and invent new project ideas. Her use of sense brought the pony back to her. She
now can solve any problems of her own. She has demonstrated that her knowledge had increased
and that she can apply to any instances.
Analysis of language transcript 01
From this experience, it can be said that the child had not grown up the habit of adjusting
at any instances (Shrestha, Pradhananga & Bhattarai, 2017). Her sense of emotional and social
well being was not developed properly. She was not willing to adjust the ice cream with any one
even at the time of her own distress. This was not a good behaviour shown by her. She should
have adjusted one day. She was very much self conscious that at such crucial time she was
continuously asking for the previous one that she lost, she was not playing with anything that she

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was offered. This shoes that she was not emotionaly developed and her educator and her parents
need to look after this matter otherwise this may develop into a severe problem (Nxumalo,
2015). She was not at all able to control her emotions, and her love for the previous thing that
she lost. She was not found to share her emotions, feelings and satisfaction.
Analysis of language transcript 02
From the given experience it can be understood that the child was a very confident
learner and at the same time it can also be inferred that she cannot accept all people (Hellman,
2016). When the first child came, she told that she will not play with her but when the second
child came, she accepted her. She recognised well with whom she will be much more
comfortable. Her learning skills was s great that when she was asked about the three eggs, she
immediately told that the eggs belong to the mumma bird. She was more comfortable with the
persons whom she likes, she was not at all ready to move from her comfort zone. She needs to be
improved much more regarding the social well being and also need to adjust to any
circumstances which she could not do. Only god learning skills cannot alone prove that a child is
good. She need to know how to adjust herself emotionally and also socially (Gustafson & van
der Burgt, 2015).
Analysis of sample 01
This experience shows that Eloisa had a very strong sense of her identity (Wastell &
Degotardi, 2017). She knows well who are her close persons and who are not and the places that
she liked. She panted in the picture her mother, her father, her sister and include her and that also
in her favourite place in the garden. She loved her close people and not anyone else. She had

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built up a secure emotional attachment wither own family members only. She had sensed and
showed a feeling of belonging for her own family members. These relationships were
trustworthy for her. She never wanted to break thee relationships so she painted only the pictures
of her own family members and did not allow any other persons. This place was the place of
security for her. This was a good behaviour shown by
the child that she came to recognise and differentiate between the persons she need and the
persons whom she do not need.
Analysis of anecdote 01
This experience also shoe that the child is a very confident learner (Wastell & Degotardi,
2017). She can use efficiently and if she came to understand that she could not do the work on
her own. In the given case of peg boards and rubber bands, she did the same. She at first tried to
do on her own and when she found that she cannot, her educator helped her to do. In the second
try she did not take the risk. She again tried to do but after failing told her educator to do the
work. Thus it can be seen that her sense of responsibility has also increased, she is not willing to
take the risk and wanted much more perfections in her work. She wanted to do everything
satisfactorily. She had developed the sense of perfection and did not want to do anything without
becoming sure that she can do it. All these developed because only of her confident learning
abilities.

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Analysis of jottings 01
From this experience also, the learning ability of the child is proved along with her
feelings of belonging, safe and secured (Nxumalo & Cedillo, 2017). Her curiosity about the
insects had increased since the time she fund the dead insect in the garden. Then after slowly
following the teaching that the educator taught her in class her knowledge about the insects
increased. She started thinking much more about the insects and finally she got the glass paper
she started preparing butterfly. After preparing the butterfly, she started roaming in the room
with the butterfly in her hand. This shows her strong sense of joy about her own learning
activities. Her learning skill was such great that she could learn anything within time and also at
the same time has the capability to apply her knowledge with her own skills (Rossholt, 2018).
She was confident about what she is doing, in any of the cases she was never found to be afraid
from using her own skills.

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References
Fleer, M., & Peers, C. (2018). The theory of ‘belonging’: Defining concepts used within
belonging, being and becoming–The Australian early years learning framework.
In Philosophy and Pedagogy of Early Childhood (pp. 106-120). Routledge.
Guo, K., & Dalli, C. (2016). Belonging as a force of agency: An exploration of immigrant
children’s everyday life in early childhood settings. Global Studies of Childhood, 6(3),
254-267.
Gustafson, K., & van der Burgt, D. (2015). ‘Being on the move’: Time-spatial organisation and
mobility in a mobile preschool. Journal of transport geography, 46, 201-209.
Hellman, A. (2016). Teaching reflective care in Japanese early childhood settings. Early Child
Development and Care, 186(10), 1693-1702.
Hendry, J. (2017). Becoming Japanese: A Social Anthropological View of Child-Rearing. In An
Anthropological lifetime in Japan (pp. 137-155). BRILL.
Nxumalo, F. (2015). Forest stories: Restorying encounters with “natural” places in early
childhood education. In Unsettling the colonial places and spaces of early childhood
education (pp. 31-52). Routledge.
Nxumalo, F., & Cedillo, S. (2017). Decolonizing place in early childhood studies: Thinking with
Indigenous onto-epistemologies and Black feminist geographies. Global studies of
childhood, 7(2), 99-112.

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Rossholt, N. (2018). Thinking in/through movements; Working with/in affect within the context
of Norwegian early years education and practice. Educational Philosophy and
Theory, 50(1), 28-38.
Shrestha, K., Pradhananga, D., & Bhattarai, G. P. (2017). Devising a Framework for Assessing
Early Childhood Learning and Development in Nepal. EDUCATIONAL ASSESSMENT,
57.
Wastell, S. J., & Degotardi, S. (2017). ‘I belong here; I been coming a big time’: An exploration
of belonging that includes the voice of children. Australasian Journal of Early
Childhood, 42(4), 38-46.