1. As is and how it could be…
Learning Stories….
As is and how it could be…

2. Learning Stories are…
Written stories about children in which a parent or an educator describe or document what a child or group of children do and “record and analyze children’s emerging stories about their own learning” (Nyland & Acker, p. 329).

3. How to write a Learning Story
Since learning stories take time to write, educators must write it immediately after the learning experience has occurred. Which means, educators must complete all the elements required to efficiently document a child’s learning experience. That time is usually taken out of the educator’s time when he/she is not working with the child (”non-contact time”) Therefore educators must have a GOOD and ACCURATE memory in order for the learning story to be a legitimate story.

4. A collection of Learning Stories
Learning stories can be as short as one paragraph to a one page or longer. Educators can have a collection of children’s learning stories in a photo album format known as “portfolio”. This portfolio is a representation of children’s assessment “that demonstrates an understanding of children's learning, their interests, whanau and life contexts''. This way of assessment is known to be more accessible for parents and educators than the formal written assessments as they are more attractive to read, keep and share. Read more:

5. Making Learning Visible
Making learning visible through learning stories facilitates the teaching and learning process as described in the pedagogical documentation. Learning stories allow us, the educators “to access and enhance children’s learning” (Blaiklock, p.77).

6. Voices are heard
According to Alcock, children’s voices are heard, Children are creative and competent and Children communicate thinking and feeling using the “hundred languages” (Alcock, p.7).
So, why not communicate with them and listen to their lives lived (what they know) instead of judging them on what they don’t know?

7. But, if we think critically…
When using learning Stories with the children, who’s perspective is being shared? Who is telling the story? Who is listening to the story? Who owns it? Who agreed to share it? Why is it used?

8. Educators wonder how…
Educators are asking themselves:” How can I make student thinking visible? How can I capture student voice?” If the educator is the one whose perspective/ voice is shared, instead of the child, then in that case, the child, who owns the “story” or the learning experience is not heard at all.

9. Are you listening to me?
Pedagogical Documentation, under which fall the learning stories demonstrates “publicly the creativity and competence of young children.” (Alcock, P. 7) is “making public the thinking and learning processes of young children.” (Alcock, P.7) and keeps parents, families and all citizens informed of early childhood practices.” (Alcock, P. 8) It also is broader than assessment and evaluation, involves the development of shared understandings about children’s learning, acknowledges and affirms children’s “stakeholder’ groups’ understandings of worthwhile learning. (Alcock, 2000) But where is the child’s voice in all that?

10. Where is the child in all this?
Do we have the child’s consent to make his or her learning public? It is all shared and agreed on between the parents and the educators. Did we, as educators, ever stop and think that maybe the children don’t like their pictures taken? Are we as educators really engaging the children in the process of learning and decision making?

11. Who owns the story?
It is true that by allowing children to document their learned experiences through the use of pictures, as described in the Mosaic Approach (Clark & Moss, 2011), educators then have the opportunity to see things from the children’s perspective and learn from them. But who is then sharing the story?
When sharing the story, the educator might misinterpret what the child is doing! The child might seem to be doing something that could be obvious to the educator, but from the child’s perspective, the intention could be completely different.

12. How much documenting, listening, observing is too much
As educators, when using learning stories, are we really listening to children? Are we respecting their privacy by making it public? Are we respecting their rights?

13. It is time to STOP and really LISTEN!

14. What if learning stories were…
From the child’s point of view and not the educator’s point of view with respect to the children’s rights and wishes?
“It is not only a question of seeing the world from children’s perspectives but of acknowledging their rights to express their point of view or to remain silent.” (Clark & Moss, P.9) Documentation “is about communication” and I believe that if learning stories were told by the children, their interpretation is not only acknowledged but they are co-constructing the meaning of their learning experiences.

15. Educators should…
Look at children as “active participants in their own learning. Listening to young children is a key element in approaches to learning which view children as active participants” (Clark & Moss, p.11).
In learning stories educators might observe a child very closely and interpret his or her actions in a way that is completely different from the child’s perspective. I like the example Clark and Moss use in their book about Gaby and Clare playing with playdough. Bob “thought they had found it arduous!” (P.47) But according to the girls, this represented their best day in Bob’s group. The authors say that “this reinforced for Bob the need to ask children rather than assume what they think.”(Clark & Moss, P.47) The same technique should also be employed with the learning stories. When documenting children’s learning, educators need to “listen to children more rather than assume we already know the answer.”(Clark & Moss, P. 8)

16. In addition to listening,
observation can also help educators understand the children’s lives. However, “Observation only gives an adult perspective on children’s lives” (Clark & Moss, p. 18).

17. Educators should consider the following…
Instead of telling the children’s “learning stories” from their point of view”, why not ASK the CHILDREN the WHY and the HOW of that specific moment when learning has occurred. Would the interpretation (story) be the same? Most likely not…

18. Children are… social actors who are ‘beings’ rather than ‘becomings’
When telling children’s learning stories, educators are not entirely (carefully) listening to children as they are not allowing the children to express their views and feelings. Thus, educators are not allowing children to be the experts of their own lives or even perceive them as “social actor who are ‘beings’ rather than ‘becomings’ (Clark &Moss, P.8)) Educators are also unwillingly not communicating with the children who are “skillful communicators and meaning makers” (Clark & Moss, P.6) And thus are not giving them their rights!
“skillful communicators and meaning makers”

19. Learning stories “COULD BE” and “SHOULD BE”…
A way of assessing children’s learning in a private preschool classroom implementing the Montessori Approach; Where educators use specialized learning techniques and exercises, as well as specialized learning materials to teach children.
Used in an environment that invites children to engage in learning activities of their own individual choice.
Under the guidance of a trained and certified Montessori educator. Children attending the Montessori classroom learn by ”making discoveries through the materials, cultivating concentration, motivation, self-discipline, coordination, a love of learning,  and working habits necessary for the more advanced exercises they will perform at age five. “
A part of a program where learning is purposely structured. “Children move from work with shapes to letters and numbers, and then on to simple word reading and math problems. History, nature, geography and sciences are explored in increasing depth with each year.”
All about children. "The children learn to think before they act, to consider the needs of others and to be safe. Dr. Maria Montessori called this way of teaching “preparing the child for success.” 
Based on specially “designed exercises in which the child will succeed. Through time, the exercises rise in difficulty but because the progression is so well thought out, the child never feels as though learning is a struggle.”
A way for educators to prepare to “foster all children to reach their fullest potential at their own unique pace with the best practices in efforts aiding the children's natural learning tendencies as they unfold in this "prepared environment" to aid the most profound young minds of the future.”

20. Learning stories “COULD BE” and “SHOULD BE”…
A documentation of assessment of children’s learning experiences through the eyes and voice of the children themselves.

21. Learning stories “COULD BE” and “SHOULD BE”…
Instead of having stories written by educators immediately after the learning experience has occurred during the “non-contact time”, why not consider educators with good technology skills where they can use them to digitally document students learning? That way educators don’t have to have GOOD and ACCURATE memory skills to retell the story. As a matter of fact, educators will not be the ones telling it. Because….

22. Learning stories “COULD BE” and “SHOULD BE”…
Used with the children’s permission.
As the educator is recording the learning experiences of the child, he or she can ask for the child’s consent to document and share his or her learning with others (parents or peers). Not all children agree to share their leaning experiences. “Listening is not a right. There needs to be space to respect children’s need for privacy…We need to be aware that listening can be a liberating tool but also a way of ‘listening in’ on children’s lives and an unwanted intrusion.” (Clark & Moss, P.64)

23. Learning stories “COULD BE” and “SHOULD BE”…
ALL ABOUT AND FROM CHILDREN
Maha Elmadhoun

24. References
Nyland, B. & Acker, A. (2012) Young children’s musical explorations:  The potential of using Learning  Stories for recording, planning and assessing musical experiences in a preschool setting. International Journal of Music Education, 30:32.
Blaiklock, K. (2008). A critique of the use of learning stories to assess the learning dispositions of young children. New Zealand Research in Early Childhood Education Journal, 11,
Alcock, S. (2000). Pedagogical documentation: Beyond observations. Retrieved from
Clark, A., & Moss, P. (2011). Listening to children: The Mosaic Approach. London, England: National Children’s Bureau.