Learning Stories

This document discusses learning stories in early childhood education, focusing on scientific and mathematical learning. It explores the use of technology and the physical environment to support learning. The document also discusses the EYLF outcomes and provides tips for parents to support learning at home.

Running Head: LEARNING STORIES
Learning Stories
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Learning Stories 1
Table of Contents
Learning Story 1..............................................................................................................................2
Context.........................................................................................................................................2
Scientific Process in child’s play (5Es Science Model)..............................................................2
Child’s Use of technology to support scientific learning............................................................3
Physical and social environment to support a child’s learning....................................................4
EYLF outcomes to develop a child’s learning outcomes............................................................4
Paragraph to parent/career develop to explain science learning at home....................................4
Paragraph to children to provide feedback in developing science learning................................5
Learning Story 2..............................................................................................................................6
Context.........................................................................................................................................6
Mathematics Process in child’s play (Bishop's mathematical activities)....................................6
Child’s Use of technology to support Mathematics learning......................................................7
Physical and social environment to support a child’s learning....................................................7
EYLF outcomes to develop a child’s learning outcomes............................................................8
Paragraph to parent/career develop to explain Mathematics learning at home...........................9
Paragraph to children to provide feedback in developing Mathematics learning.......................9
References......................................................................................................................................10

Learning Stories 2
Learning Story 1
Context
Jessica, three years comes from a family of 4 (Mom, Dad, and a ten years old brother),
the boy was also enrolled in the preschool and is an exceptional student. Parents have seen the
progress of their school with science experiments. Thus, Jessica is enrolled in the school; she is
active in the classroom. She is very playful and curious. Therefore, the parents have encouraged
the teachers to involve her in different experiments. The observation for this story took place in
the preschool when all the children were working in teams of different scientific projects. Jessica
and her team were experimenting with baking soda and vinegar reaction. This is not her first
experiment; she and her team have also done some experiments with soda, water, and mud. As a
curious child, she is continuously asking questions about other stuff such as Baking Soda and its
effects. Thus, the parents have encouraged the teachers to involve her in other experiments as
well (Baker & Iruka, 2013).
Scientific Process in child’s play (5Es Science Model)
The teachers managing the children in Jessica’s class are following the 5Es science
model to engage the children in scientific learning and development. The model is designed with
elements including engaging, explore, explain, elaborate, and evaluate. It has been discussing in
the case context of Jessica that she is a curious child, so are other children in her unit. The
teachers have worked on mentally engaging the children with different activities, questions, and
visuals. As a group of children aged 4 – 6, it is difficult to capture their interest unless there are
elements in the activities attracting children. That's what the teachers are going; they are bringing
in small things to seek the attention of children towards it. The next E is associated with

Learning Stories 3
exploring; the initial experiments were conducted by involving children; in this way children can
explore the concepts and their skill set. Students were exposed to natural stuff so that they can
understand their nature and properties; these were simple elements such as water, vinegar, and
others (Bulotsky‐Shearer et al., 2012).
The third E is associated with explaining the uses of the elements; teachers understand
that these small elements can be dangerous if exposed to other stuff. It is the reason that elements
that might harm the children are kept out of children's reach. Meanwhile, with every unit of
children, an assistant is entitled to supervise to keep a close eye over children. The fourth E is
linked with elaboration and evaluation; the two phases provide the opportunity for children to
apply what they have learned by understanding different elements, and how they can be used in
different situations. The last phase offers an opportunity for students to review their learning and
adopt new skills. Working with preschool children offers an opportunity for teachers to mould
the mindset of the children according to their natural skill set, engage them in different activities,
and improve their focus (Cowell, Samek, List, & Decety, 2015).
Child’s Use of technology to support scientific learning
In this era, education is aligned with technology, classrooms are aligned with the latest
technology, and visuals are shown on big screen on HD dimension so that the children can see all
the elements of the stuff. The same type of technology is used to help the different understand
the pros and cons of chemicals and materials so that they can understand how they can use it for
other elements. In other words, technology has worked as a force multiplier for the teachers to
help the student’s access to online sources to understand the elements properly. Technology
helps pre-school teachers to make learning standards more meaningful (Epstein, 2018).

Learning Stories 4
Physical and social environment to support a child’s learning
A safe, responsive, and nurturing environment is very important to provide a safe and
sound environment to children especially when they are performing scientific experiments. By
providing a sound environment, teachers are able to handle challenging behaviour more
adequately. In the case of Jessica’s teachers are required to develop scientific skills to increase
young children to explore their learning environment to support relationship and support positive
behaviour. Therefore, by creating an environment of trying different experiments, teachers can
make sure that the children are safe and are involving in activities that are acceptable for them
(Kirk, Vizcarra, Looney, & Kirk, 2014).
EYLF outcomes to develop a child’s learning outcomes
Teachers are required to develop children’s learning skills based on EYLF outcomes. The
basic outcomes are to develop a strong sense of identity among children. In addition, teachers are
required to make children feel connected while contributing their part to the world’s
development. The 3rd outcome is to develop a strong sense of wellbeing among children so that
they can take responsibility.
Furthermore, teachers work to build confidence among children so that they can be
involved learners. The last learning outcome is to develop effective communication so that they
can communicate easily. It is very important for children to develop social and communication
skills in their development years as it supports their psychological and physical wellbeing (Lee,
Lee, Han, & Schickedanz, 2011).

Learning Stories 5
Paragraph to parent/career develop to explain science learning at home
Parents are required to be involved in the developing years of children. For example, in
Jessica’s school, teachers have involved parents to see how their children are performing. Like
while performing the baking soda experiment, parents and children were actively participating, it
is how parents of Jessica knows that she is interested in scientific experiments. This can support
parents to develop the same environment for children at their home and help them explore their
skills more efficiently. This will also support children to communicate with parents to provide
the information, investigating the ideas, and reflect their thinking (Lee, Lee, Han, &
Schickedanz, 2011).
Paragraph to children to provide feedback in developing science learning
It is the duty of both parent and teachers to seek the feedback of children about the
teaching and experiments being carried out in the class. In this way, children will be able to
transfer and adopt what they learn from different children. It also promotes their own resources
using learning, while connecting with people, place, technology, and processed material,
normally children interact verbally and non-verbally with others. Thus, parents are required to
use a wide range of media and set their work pattern (Mourya & Singh, 2016).

Learning Stories 6
Learning Story 2
Context
John, four years old has recently been enrolled in pre-school, he is a naughty child, love
to play games, play with numbers, and have a good number sense. He has set out a pretend
pattern to lay down things by calculating them according to their needs. For example, last month,
John went to a picnic with his family, they were five people so he as a smart child, laid down the
plates and spoons understanding their needs. It is the reason that when enrolled him in the pre-
school, his parents make sure that he has given special instruction to the teachers to involve him
in mathematical programs and experiments. It is found that developing mathematical skills are a
huge part of the skill set for children to be developed in the early years. These are promoted on
the same scale as language skills, physical skills, social skills, and others (Shmeleva, Kislyakov,
Luneva, & Maltseva, 2015).
Mathematics Process in child’s play (Bishop's mathematical activities)
The Bishop mathematical activities have classified into six categories under different
mathematical units. These include counting, locating, measuring, and designing, playing, and
explaining. These activities are individually designed to help the children develop their own
skills related to counting and measuring. These activities are designed to work with organising
concepts with a defined knowledge framework for their math curriculum to organise different
concepts for children. These activities help individuals to develop the attitude of young children
to work on simple activities. These activities altogether help the children to develop their concept
about design, structure, and organisation. These further encourage curiosity challenge and choice
motivation to develop cooperative habits (Wells, Evans, & Cheek, 2016).

Learning Stories 7
Child’s Use of technology to support Mathematics learning
It has been found in the research that teachers and students are required to access
technology regularly in supporting advance mathematical sense-making, reasoning, problem-
solving, and communication elements. This optimises the student’s potential to develop a
student’s understanding to stimulate their interest by increasing their proficiency in mathematics.
It can be said that when parents and teachers support children to use the right mode of
technology to improve their skills, they are able to explore and identify mathematical concepts
and relationship from their developing years. This strengthens children’s skills with problem-
solving, reasoning, and decision-making abilities in improving their cognitive skills (Baker &
Iruka, 2013).
In a request for kids to feel safe and settled, they need an exceptional association with no
less than one individual from staff – a key individual. Therefore, it is important for the teachers
to build up a key individual way to deal with empowering and bolster close connections between
individual kids and singular staff. Meanwhile, in John’s school, the policy involves staff group,
characterising the requirements and jobs of the kid, family, key individual, amigo, and other staff
to make an involved decision. In addition, the feedback of children is also taken to ensure that
staff comprehend the research and purposes for the key individual methodology (Epstein, 2018).
Physical and social environment to support a child’s learning
The impact of children's physical and social environment support their learning and
development; this is a well-documented procedure designed especially for children to provide
them with the opportunity to explore their own skills. In the case of John, the pre-school
environment is designed safely to make sure that children have their own space to perform
mathematical and physical activities. For example, the pre-school space is designed with a well-

Learning Stories 8
organised and self-evaluated resource to promote emotional, indoor environment, and outdoor
environment. With a self-designed mathematical environment for children, teachers will be able
to foster children’s understanding level by valuing their play and independence. With this
approach, children are able to make sure that they have involved the required skill set and are
gaining heuristic experience without adult interruption. However, in John class space, teaching
assistants are working along with the children to make sure that they are at no risk and are
playing peacefully without direct adult involvement (Epstein, 2018).
EYLF outcomes to develop a child’s learning outcomes
The five basic learning outcomes associated with the Mathematical plan for children in the
school include,
- To help children develop a strong sense of identity and with numbers, teachers are easily
able to develop this skill set among children
- To make children connected with the world and encourage them to contribute their part,
though it is not directly associated with the mathematical program, teachers are required
to consider this point before making their plans
- To develop a strong sense of wellbeing, as soon as children are exposed to numbers, they
are able to develop their own sense of understanding and values hence motivate them to
take singular decisions easily.
- To make children more confident and involved learner, it helps the teachers to promote
curiosity and cooperation among children with a strong sense of reflexivity and
commitment.
- To develop effective communication skills among children by engaging them in different
activities and games (Baker & Iruka, 2013).

Learning Stories 9
Paragraph to parent/career develop to explain Mathematics learning at home
Very much orchestrated conditions are basic for advancing children’s psychological
improvement in preschool. In order to handle these situations, teachers motivate children to
participate in revelation, investigation, and critical thinking that prompts learning once a day.
This exercise will concentrate on distinguishing situations and materials that advance preschool
kids' intellectual improvement (Bulotsky‐Shearer, et al., 2012).
Paragraph to children to provide feedback in developing Mathematics learning
Family structure is a method for depicting the general population who live respectively as
a family. There are various family structures. For instance, two ladies or two men may bring up
kids together; grandparents may bring up kids; non-permanent families may bring up youngsters;
a solitary parent may bring up kids. Kids are frequently urged to play in certain ways; for
example, young girls with dolls and young boys with cars. Therefore, it is important for teachers
to make sure that they understand the interest of their class and provide them with their required
activities, for example, carpentry, music, science, dynamic play, and chaotic play (Bulotsky‐
Shearer et al., 2012).

Learning Stories 10
References
Baker, C., & Iruka, I. (2013). Maternal psychological functioning and children's school
readiness: The mediating role of home environments for African American children.
Early Childhood Research Quarterly, 509-519.
Bulotsky‐Shearer, R., Manz, P., Mendez, J., McWayne, C., Sekino, Y., & Fantuzzo, J. .. (2012).
Peer play interactions and readiness to learn: A protective influence for African American
preschool children from low‐income households. Child Development Perspectives, 225 -
231.
Cowell, J., Samek, A., List, J., & Decety, J. (2015). The curious relation between the theory of
mind and sharing in preschool age children. PLoS One, 10(2), e0117947.
Epstein, M. (2018). Making sustainability work: Best practices in managing and measuring
corporate social, environmental and economic impacts. Routledge.
Kirk, S., Vizcarra, C., Looney, E., & Kirk, E. (2014). Using physical activity to teach academic
content: a study of the effects on literacy in head start preschoolers. Early Childhood
Education Journal, 181-189.
Lee, Y., Lee, J., Han, M., & Schickedanz, J. (2011). Comparison of preschoolers' narratives, the
classroom book environment, and teacher attitudes toward literacy practices in Korea and
the United States. Early Education and Development, 234.
Mourya, R., & Singh, R. (2016). Quality of Life among Parents of Children with Neuro-
Developmental Disabilities in Relation to Family Environment, Coping Style and Social
Support. Indian Journal of Community Psychology, 12(2), 379.
Shmeleva, E., Kislyakov, P., Luneva, L., & Maltseva, L. (2015). Psychological factors of the
readiness of teachers to ensure social security in the educational environment.
Psychology in Russia, 8(1), 74.
Wells, N., Evans, G., & Cheek, K. .. (2016). Environmental psychology. Environmental health:
From global to local, ., 203.