RMIT TCHE2684 Assignment: Learning Story Development and Review

This assignment presents a learning story based on the observation of a toddler in a classroom setting. The analysis focuses on the child's engagement with the environment, interactions with peers and instructors, and the development of various skills. The student explores the child's interest in activities, ability to cope with challenges, and expression of ideas and emotions. The assignment also examines the child's growing sense of responsibility and ability to self-evaluate. The student identifies key learning outcomes, such as the child's ability to work with others, adapt to new situations, and develop communication skills. Furthermore, the assignment provides recommendations for future activities and strategies to enhance the child's learning and development, including introducing new children and targeting activities to promote social interaction and communication. The student uses scholarly references to support the analysis and recommendations.

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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 video toddler observation seems like
an initial session for the kids. Like the kid
who was getting over the slop from the
slippery side and dropping the pictures
look like getting comfortable with the
environment of the classroom. The video
mainly centralized on a slip as the boy
enjoy the activity. He is getting along with
other kids in the classroom. The boy and
the others are left free to do whatever they
want. There are things that the boy can do
freely in the class seemed like something
he is unfamiliar with. Maybe that is the
reason behind he is liking the activity so
much. He also seemed to like having so
much fun. Also, the kid is communicating
with other kids and other instructors in the
classroom. However, some activities of the
boy may hurt him a bit, but there are
instructors to take care of it (Youtube,
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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2011).
As the kid is seemed like finding new ways
to enjoy the activity, He is looking like that
he is paying attention for a sustained period
to think about the further action to perform.
Earlier said, the boy started to climb the
slope, not by the stairs but from the
slippery part. Later, the kid seem to play
with the pictures of other kids. Moreover,
he was just dropping them at a point in
time. The activity may be dangerous at
some level for the kid of that age (Keilty,
2019). But all the places and sharp ends
seemed to be childproof. Also, the floor is
covered with a flexible platform for the
kids to land on.
The kids are free to do whatever they feel
like with the slop and other stuff within the
classroom. The kids, and the boy are doing
whatever they like. So the kid is choosing
the tasks for himself. In the video, the boy
is seeming, like choosing and setting
difficult tasks on his own. Like when the
boy is climbing the slope from the slippery
side he is facing difficulty maintaining his
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

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balance. Also, the different kid is doing
another problematic task all by themselves
too. The instructors just seem to be there if
something wrong happens. Although the
activity seems like dangerous considering
the fragile kid, if we look closer, we can
see that all the sharp ends of the slop and
other places within the classroom is
childproof even the floor is covered with a
flexible platform for the kids to land and
fall in. So the boy is really doing great with
giving himself a challenge and making
strategies in midway to get unstuck with
the task.
This activity, too, is expressing an idea of
feelings and emotion. Primarily the boy is
getting acquainted with his classroom and
with his classmates. Also, the kids are
knowing and accepting their instructors.
This is establishing a connection between
the class and its objects with the boy.
Furthermore, the boy is getting to know his
friends, also the gestures the boy is doing is
letting the other kids understand about the
boy. Even, the instructors in the classroom

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are knowing the kids that they are going to
work with.
The activity is clearly helping the boy with
taking responsibility for himself as he is
left to make his own choice of what he
wants to do. He is getting a sense of what
will happen to him or their friends because
of the things they are doing. So he is
calculating what will happen and shifting
his strategy with respect to that. Also, as
the relation between the boy and his friends
grows, they seem to be getting excited
about the activities others are doing. Like,
when the boy starts to drop the pictures
behind the slip, the kid was then joined by
a few other kids in the activity. So this is
like, responding to the things that other
kids are doing and self-evaluating and
contributing to other’s activities, etc.
(Perren et al., 2016)
I think the central learning is going on here
is getting known to work with others. The
boy is knowing the other kids in the
classroom, making new friends, getting
acquainted with the school, and the objects

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inside it. This is the first part that is very
important for the whole idea of the
classroom and workshop. As the boy is
getting acquainted, further workshops and
activities will have exceptional
communication within the instructors and
the student. Both verbal and nonverbal
communication is getting strengthened
through the exercise.
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
Through this activity The boy is learning to
respond to diversity with respect, He is
becoming aware of fairness and starting
towards developing a sense towards group
and showing respect towards their
surrounding environment ( Kiel &
Hummel, 2017).
After the kid start to listen to their
instructors, he can take up activities that
require going outdoor also, as this activity

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is the platform for further strategies and
strengthen communication in between.
There is a lot of additional possibilities that
will encourage learning. Also, once the boy
is totally comfortable with other kids in the
classroom, the instructors can target dates
when they will introduce the kid to some
other kids. So he can accept them too. This
way, the learning of the activity won’t just
stop within their division, it will give the
kid a broader idea about working with
others, planning their activities considering
others present there and much more critical
learning about human communication
(Recchia & Dvorakova, 2018).

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References
Keilty, B. (2019). Assessing the Home Environment to Promote Infant-Toddler Learning
Within Everyday Family Routines. Young Exceptional Children, 1096250619864076.
Kiel, E. J., & Hummel, A. C. (2017). Contextual influences on concordance between
maternal report and laboratory observation of toddler fear. Emotion, 17(2), 240.
Perren, S., Frei, D., & Herrmann, S. (2016). Educational Quality in Early Education and Care
Settings in Switzerland: First Experiences and Findings in Using the CLASS Toddler
Observation Tool. FRUHE BILDUNG, 5(1), 3-12.
Recchia, S. L., & Dvorakova, K. (2018). Moving from an Infant to a Toddler Child Care
Classroom. YC Young Children, 73(3), 43-49.
Toddler Observation video pictures 002.avi. (2011). [YouTube Video]. In YouTube.
https://www.youtube.com/watch?v=Pl3_4D6c8Io&feature=youtu.be