Learning Stories

Running Head: LEARNING STORIES
Learning Stories
[Name]
[Institution’s Affiliation]
[Date]

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).