Documentation, Planning & Assessment Record: Learning Story Report

This report presents a detailed learning story documenting a 2.5-year-old child's interaction with her father during a play session centered around a zoo visit. The report meticulously sets the scene, detailing the events, conversations, and the child's displayed emotions and feelings. It analyzes the child's actions, communication skills, and engagement, highlighting her excitement and recall power. The analysis incorporates theoretical perspectives, including Vygotsky, Foucault, and Piaget, to interpret the child's developmental domains, skills, and learning dispositions. Furthermore, the report connects the learning experience to the Early Years Learning Framework (EYLF), outlining relevant learning outcomes, principles, and practices. It concludes with suggestions for future learning and development, emphasizing the importance of play-oriented activities. The references include Fleet & Patterson (2011), Moss, Dahlberg & Pence (2013), and Nolan & Raban (2015).

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Title: Child Name: Age:
Observation:
Learning Story
 Setting of the scene of experience and the events with thoughts and feelings.
The experience of the scene is a bedroom of a house where a father is seen to interact with his daughter. The child is 2.5 year old. The scene was set
where the child was asked regarding various animals at the zoo. Through play, the child’s father was asking various questions related to animals and she
replied that she wanted to see the elephant and sea lion. The child depicted feelings of excitement as if she was really visiting the zoo and pretended to
hide. Her clear thoughts and feelings was demonstrated by way she was speaking.
 The actions and conversations in detail as possible by focussing on the process of the learning experience that leads to the result
The guided learning experience through the play has taken place through conversations. Her father was guiding them through the expectations she could
have while visiting the zoo. When her father was asked which animals she saw in the zoo, she replied in an excited manner regarding an elephant and sea
lion. She was thoroughly engaged and enjoying her time while playing.
 Emotions or feelings of the child being displaying
The child displayed emotions of excitement and engagement with her father as she played. They interacted continuously and she showed interest in
playing. The child was highly excited in the play and depicted high recall power of names of animals she would see at the zoo.
 The child’s interaction with each other
The child interacted well with her father and communicated continuously. The levels of interaction depict high communication skills.
 The child’s sitting arrangement, expressing emotions and sharing props
The child was seen to play in the room where she jumped on the sofa and displayed emotions of excitement. She was overflowing with emotions
reacting as she was speaking to her father.
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
 The child’s playing format with length of the play and the child’s reactions
The child was seen playing and interacting in a joyous manner with her father. The play lasted for almost 6 minutes, where she continuously kept talking
regarding the zoo. The child’s reaction depicted a feeling of excitement to participate in the play activity.
 Learning story Reflection
The learning story was highly interesting that was filled with interactions and communications. The child was made to say a poem and recall names of
animals from the zoo. The EYLF learning was undertaken in a successful manner by practising with play learning, which depicts developmental and growth
aspects.
Referenced Analysis of
Learning
Skills, developmental
domains & learning
dispositions that have
occurred
Link to Theoretical
Perspectives
• The 2.5 year old child was playing on the sofa in the room. The child’s reaction and feelings reflected communication capability with high recall
power of the child and ability to recite. Theoretical perspective of it is Vygotsky (social interaction) (Fleet & Patterson, 2011).
• The 2.5 year old child was noted to be very imaginative while interacting with her father. In the current learning scenario post-structuralists
attitudes has been noted in the child. Theoretical perspective which was seen here was that of Foucault (Moss, Dahlberg & Pence, 2013).
• The girl child said said names of animals from the zoo. Her attributes reflects depicts developmental perspective. Theoretical perspective
reflected here was that of Piaget (Developmental) (Nolan & Raban, 2015).
Learning and
development linkage to
Early Years Learning
Framework
EYLF learning outcome:
1. A child’s contribution to the outside world
2. Need for effective communicators in children
3. Involved learning and confidence development in children
4. Developing a strong sense of identity amongst childen
EYLF Principle
1. Partnering capability
2. Continuous reflective and learning practice
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
3. Respectful, social and reciprocal relationship
EYLF Practices
1. Responsiveness to children
2. Intentional teaching
3. Holistic Approaches
4. Learning environments
5. Learning through play
Follow Up for future learning and development
Following up on future learning and development is integral as a child has gradual development which often includes step by step approach. Such an approach is undertaken
through play activity which provides interest to children. When children learn through playing, they are able to develop clearer concepts and remember things easily. This becomes
difficult in case the child is made to directly learn from books. Therefore, for future learning and development in children such play oriented activities need to be focussed.
References
Fleet, A., & Patterson, C. (2011). Seeing Assessment as a Stepping Stone: Thinking in the Context of the EYLF. Retrieved on 4 th October 2018, from
https://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:18999
Moss, P., Dahlberg, G., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Retrieved on 1st October
2018, from Retrieved on 1st October 2018, from
Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions. Retrieved on 3rd
October 2018, from http://dro.deakin.edu.au/view/DU:30074672
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