Learning Stories

1. Process

1.1. describing

1.1.1. children's strength and capabilities

1.2. discussing

1.2.1. reflecting

1.2.1.1. reflections gain a new perspective of an existing idea

1.2.2. with

1.2.2.1. children

1.2.2.2. staff

1.2.2.3. parents

1.3. documenting

1.3.1. connecting to learning dispositions

1.3.2. focuses on learning process

1.4. deciding

1.4.1. opportunities and possibilities

2. Teacher's role and collaboration

2.1. awareness of own feelings, values and attitudes

2.2. image of the child

2.2.1. supporting children's autonomy

2.3. reciprocal collaboration (children, teachers and reserachers)

2.3.1. reveals different viewpoints and meanings

2.3.2. different goals and roles

2.3.3. strengths vs problems

3. Socially oriented

3.1. children's learning as the product of

3.1.1. social context

3.1.1.1. environment

3.1.1.2. artefacts

3.1.1.3. activities

3.1.1.4. preschool community

3.1.2. child's personal factors

3.1.2.1. child's feelings

3.1.2.2. presumptions about task

3.1.2.3. assessment of own resources

3.1.3. co-constructing knowledge and developing communication skills

3.2. a learner in a social context

3.2.1. ready

3.2.1.1. motivated

3.2.1.2. inclined to communicate

3.2.2. willing

3.2.2.1. recognising the situation

3.2.3. able

3.2.3.1. possessing communication skills and understanding

4. Observes holistic development

4.1. children's well-being

4.1.1. self-respect

4.1.2. self-esteem

4.1.2.1. social recognition

4.1.2.2. feeling of competence

4.2. children's learning dispositions

4.2.1. taking an interest

4.2.2. being involved

4.2.3. persisting with difficult / challenges

4.2.4. communicating with others

4.2.5. taking responsibility