Detailed Learning Story Analysis Report for TCHE2684, RMIT University

This report presents a detailed analysis of a learning story, focusing on a child's engagement in an outdoor activity involving soil manipulation. The assignment, completed for the TCHE2684 course at RMIT, meticulously examines the child's interactions with instructors and peers, highlighting their ability to cope with change, express ideas, and take responsibility. The analysis incorporates key concepts like taking an interest, being involved, and persisting with difficulty. The report assesses the child's learning through observation, considering both verbal and non-verbal communication and provides short-term reviews, including potential next steps to encourage continued learning and development. The analysis is supported by scholarly references, demonstrating a strong understanding of pedagogical principles and child development theories. The report fulfills the assignment brief's requirements by analyzing observed behaviors, evaluating learning, and suggesting ways to extend learning experiences, showcasing a comprehensive understanding of learning stories as a tool for child assessment and development.

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Child’s Name: …………………….. Date: ………………………………
Observer: ………………………….
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with
change
The activity is an outdoor activity
involving a few kids and three instructors.
The activity is about just moving soil from
one place to another. The instructors are
digging up the earth. All the kids have their
buckets or carrier to move the dirt. The
activity seems like familiar to the girl
sucking on to the pacifier, no doubt, but
properly doing the activity using proper
apparatus is unfamiliar to the kid. So the
little girl is very nicely coping with the
change under the close observation of the
instructors. As the girl clearly don’t possess
the strength to dig up an ample amount of
soil, she is being helped with their
instructors (Youtube, 2013). The
instructors are digging up the earth, and kid
is moving them. Furthermore, the kid is so
much interested that she is approaching the
instructor who is digging the soil to repeat
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using
a range of strategies to solve problems
when ‘stuck’

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the task of moving the earth.
The kid involved in the activity seem like
enjoying the activity, and she is very much
playful about the task as she is moving the
soil with the little green carrier she have at
hand. Also, few other kids involved in the
activity are holding a digging apparatus
with the carriers, although they are not
digging up soil that much. The instructors
are doing the digging up. Also, they are
distributing the earth, so the girl have to
trust the instructors and be playful with
their instructors. The energy of the girl also
energized the instructors. They, too, seem
to be having fun (McInnes & Elpidoforou,
2018).
So when the girl is moving the soil, she is
figuring out different ways to put the earth
to use appropriately. While doing, she have
to find a proper workable way that will let
her use the whole soil in their carriers.
Furthermore, the instructors are helping the
girl too to show her what they should do.
While finding the proper way, she is
getting stuck. When the kid is getting
Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program

RMIT Classification: Trusted
stuck, they are using a range of activities to
solve the issues at hand.
The kid seem to be very much happy while
doing the activity. Also, the level of
concentration is showing on her face. Even
the instructors are enjoying the outdoor
event. The gesture of the kid are showing
that she is very much interested in the
activity. Through the activity, the girl is
communicating with other kids and
instructors at the same time. Like the girl
who is approaching the instructor with her
carrier to take soil, she is corresponding to
the instructor very well (Longley & Gilken,
2019).
The activity is also helping the kid to self-
evaluate. The girl is learning about helping
others from the instructors. Furthermore,
by concentrating on what is happening
around her, the kid also learning about
contributing to the program. The
instructors are learning about taking
responsibility for the kids. The instructors
are so good at their duty; the kid do feel

RMIT Classification: Trusted
totally safe with the outdoor activity.
The girl learned to work in a process
during outdoor activity. Also, she had
learned about working, among others too.
Furthermore, she is learning to complete
task trough step by step way. Through that,
she discovered that everything needs to be
done with friends. Moreover, the kid
learned to follow instructions by listening
to the instructor’s directions. Also, the girl
who is doing the activity on her own is
learning what good listening to instructions
can do from the kid who is following the
directive by the instructors. Furthermore,
the girl is learning that how something
fruitful can come from the simple stuff like
the soil. The kid need to have proper tools,
as the girl have with her. Also, the kid is
learning to put the tools to appropriate use.
Short term Review What next?

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What learning do I think went on here?
(Main learning in story)
The connection to EYLF is seem when the
girl is communication verbally and non-
verbally with their friends and instructors.
The learning can be encouraged further by
asking the parents to let her play with soil.
But the parents should take the kid to the
playgrounds or parks where it is safe for
the kid to play (Noble, 2017). Also, the girl
can be provided with building toys like
Lego or something else that will help her to
make stuff. As the task in the video directs
towards an activity that includes building
stuff (Kiel, 2019). Other learnings from the
task like listening to instructions etc. will
be encouraged further usually as those
things are included in everyday life of the
girl kid.

RMIT Classification: Trusted
References
Focused Observations Chapter 2 Video 3. (2013). [YouTube Video]. In YouTube.
https://www.youtube.com/watch?v=4Sl0Srx7P5s&feature=emb_logo
Kiel, E. J., Price, N. N., & Premo, J. E. (2019). Maternal comforting behavior, toddlers’
dysregulated fear, and toddlers’ emotion regulatory behaviors. Emotion.
Longley, J. M., & Gilken, J. M. (2019). Preparing Infant-Toddler Professionals: A
Community College’s Perspective. Promise in Infant-Toddler Care and Education, 1,
59.
McInnes, K., & Elpidoforou, M. E. (2018). Investigating and learning from toddler play in a
children’s museum. Early Child Development and Care, 188(3), 399-409.
Noble, A. (2017). Lessons Learned and Recommendations for Conducting Research on the
Effects of a Child Neglect Prevention-Focused Parent-Child Interaction Module
(SafeCare PCI) on Home Language Environment and Toddler Expressive Language.