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Learning stories are an assessment approach in early childhood education which reflect the complexity of children’s learning and development and how it is positioned in the context of their interactions with people, places and things.
A learning story is an observation that is reinterpreted as a story, then analysed and used as the basis for planning. It describes and analyses learning moments which seem significant for a child, and uses these to trace the trajectory of the child’s learning and the pattern of their learning dispositions. Several consecutive narratives can be pieced together for a fuller picture of learning.
Learning stories are particularly suited to early childhood education as they provide qualitative and interpretive methods of documentation that focus on capturing the learner and his or her achievements in the contexts of relationships and environments. Learning stories are therefore better able to assess multifarious and non-predetermined outcomes, such as learning dispositions.
While there is some research suggesting that learning stories positively impact families’ and children’s involvement in assessment processes, transition to school, and children’s learner identities, there is a lack of research contrasting learning stories with other assessment approaches to determine their relative strengths and weaknesses and relate their use to children’s learning outcomes. Learning stories have sometimes been critiqued because of the time and skill needed to create effective stories, and for their strengths-based focus which obscures learning needs.
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