Adapted from: Monash Penninsula Early Childhood Centre Story in Fleer, M.

and Jane, B, (2011) Design and Technology for children Pearson

education Australia. Pp. 43.

Title Engaging Ethan in language focused experiences

Date 11/05 21/05
Written By Hester (pre service teacher)

Story Ethan loves to read books all day

long. You can often find him sitting in one of
the comfy armchairs, looking closely at all the
pictures in one book, with a stack of more next
to him. The engagement that he demonstrates
while engrossed in a book is something that
seems to be lacking at group time when we
are reading or doing and activity together.

Photo

Interpretation I love sharing stories with you Ethan. You concentrate so hard
when you are looking at the pictures and comparing the different things that you see and
hear me read. At group time I see you inching closer when we read a really exciting story,
like the one about Derek the Dinosaur. I see the way you interact with your new peers in
the Gumtree room, using verbal and non-verbal strategies. I want to encourage and
support you to interact verbally with your peers and to join in the games we play together.
(EYLF Outcome 5. Children interact verbally and non-verbally with others for a range of
purposes. Children begin to understand how symbols and pattern systems work)

What next? In the long term my goals for Ethan are to engage him in grouptime

Comment [1]: A learning story is a form

of assessment which takes a narrative/
storytelling format. It is a way of
documenting learning in the early years
and includes a description of the childs
learning process. I have used this format
in my practice as part of the teaching
program. (NQS Quality Area 1, Standard
1.2, Element 1.2.1)
Comment [2]: Narrative/ description of
the learning process. (NQS Quality Area
1, Standard 1.1, Element 1.1.2. Childrens
current knowledge is the foundation of the
program)

Comment [3]: It is common practice to

share learning stories not only with
families/caregivers, but also, with children
themselves. Therefore in this section of
the assessment I have written as if
speaking directly to the child.

Comment [4]: This element shows how I

have aligned my planning with the early
years curriculum - Belonging, Being and
Becoming, The Early Years Learning
Framework Learning Outcome 5 Children
are Effective Communicators.

activities through incorporating his interests into lessons, and to spend one-on-one time
with Ethan reading and supporting his phonological awareness in integrated experiences.

Comment [5]: Future planning or

learning experiences that have taken
place. (To work towards the Learning
Outcome above)

During the last week Ethan and I have been reading lots together. While reading we
explore and experiment with descriptive language and make comparisons between the
images we see.

Comment [6]: Clearly defined literacy

goal for child. (NQS Quality Area 1,
Standard 1.2, Element 1.2.1)

In free play time with encouragement and by facilitating play experiences which reflect
Ethans interest he has begun to interact more with peers and to use verbal language to
play alongside them.
At group times resources and activities have been specifically planned to engage Ethan.
Through ongoing observation I am building a relationship with Ethan and getting to know
his interests better and how to use them as a means of engaging him in target learning.

Adapted from: Monash Penninsula Early Childhood Centre Story in Fleer, M. and Jane, B, (2011) Design and Technology for children Pearson
education Australia. Pp. 43.

Parent Comment

Comment [7]: This box allows parents/

caregivers to respond to the learning
story, or comment on what they have
read. Before I gave the learning story to
the child to take home I annotated each
section to explain what they meant for
families.
It also demonstrates one way I have used
the medium of a learning story to meet
curriculum requirements.

Resource Links:
Learning Stories
http://ncac.acecqa.gov.au/educator-resources/pcfarticles/Learning_stories_Sept10.pdf
The Early Years Learning Framework
http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
NQF Quality Area 1 Education Program & Practice
http://www.acecqa.gov.au/Educational-program-and-practice

- NQS Quality Area 1, Standard 1.1,

Element 1.1.4) The documentation of
about each childs program and progress
is available to families
- The EYLF Principle 2 Partnerships
- The EYLF Practices Intentional
Teaching & Assessment for Learning
(communicate about childrens learning
and progress)