Learning Story three Early Child Education

There are three parts to the planning form for field placement;
⦁ Learning Story
⦁ Learning Experience Plan
⦁ Learning Experience Reflection

Learning Story
Students observe children at play, describe what catches their interest in the form of a story, reflect on what the story tells us about children’s learning and development and then generate ideas for play-based learning experiences. This is different from traditional child observations. The purpose is not to assess children’s development, but rather to understand more about what the child is doing, thinking, learning and feeling.
Beads and Funnels
Link- https://www.youtube.com/watch?v=fdZJiWnxhg0
What Happened: (Choose a video from the Learning Story section on SLATE. You will use this video to document objective observations of the children and educators in the video.Observations must be detailed and specific. What did the children do and say? What did the educator do and say? Remember being objective means you document and describe exactly what you see! For example, if the children in the video are painting, what colours did they use? What did they say to their peers? What materials were being shared? To practice confidentiality, remember to use pseudonyms or idenify the children as Child A, Child B etc.
You will be able to be subjective and make assumptions in the next section.)
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What it Means: (This is where you get to be subjective!
Now it’s time to use your knowledge of child development and document what learning you feel has taken place.For example, if Child A gave Child B the paint brush she was initially using you could identify this as Child A’s ability to share and describe her prosocial development. )
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Opportunities and Possibilities: (Now that you have observed and assumed what learning has taken place it’s time to plan!When planning opportunities and possibilities for children, it’s important to ensure you are following the children’s lead and interests. This is a place for you to demonstrate your creative skills by documenting more than one idea of the types of activities you could plan to extend children’s learning. Experiences must be open-ended!Refrain from using colouring books, sketched drawings, cut outs and most importantly do not plan on an expected final product. Instead of expecting all children to make a rainbow (a finished product) ensure the materials allow for free exploration and individual creativity and developmental levels. Brainstorm as many experience ideas as possible based on what you’ve observed. The more the better!)
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Connections to EDU Documents: (Time to back up your findings with citations!As an Early Childhood Educator you will need to have a very sound knowledge of How Does Learning Happpen? and the ELECT. The best way to gain this knowledge is through practice!When documenting the ELECT, ensure you are detailed and citing the correct age group for your learning story and that you are referencing more than one domain.
An example would be: Preschool Kindergarten (2.5-6 years)1.0 Social 1.1. Making Friends – offering play materials and roles to others. (ELECT, 2014, p.37))
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