Changing from Learning
Stories to Learning Notes
Waikato Kindergarten Association
Staff Conference
10 October 2011
Ken Blaiklock
Department of Education
Unitec Institute of Technology, Auckland
kblaiklock@unitec.ac.nz
Blaiklock, K. (2010). Assessment in New Zealand
early childhood settings: A proposal to change from
Learning Stories to Learning Notes. Early
Education, 48, 5-10.
- article can be downloaded from the Unitec Research
Bank
http://unitec.researchbank.ac.nz/handle/10652/1601
Learning Stories
 Learning Stories are used extensively in NZ centres.
 Said to be for all ages and all experiences.
 Often they are the only form of “assessment”.
 Widely praised.
 Promoted with millions of dollars of funding for Kei
Tua o te Pae and professional development courses.
 Supported by ERO.
 See Carr (1998, 2001).
 See Ministry of Education (2004,2007,2009) -Kei Tua o
te Pae books.
Ministry of Education (2004). Kei Tua o te Pae, Book 4, p.19).
4
Ministry of Education
(2009). Kei Tua o te Pae,
Book 20, p.22
Why change from Learning Stories?
 Learning Stories have some benefits:
 A record of children’s involvement in some activities.
 A way to foster centre-home links and promote
communication between teachers, children, and
families (Ramsay et al. 2007).
 A way to promote interest in literacy (Hatherly, 2006).
 However, there is little empirical evidence that Learning
Stories are an effective and practical assessment
technique.
 Significant problems in using Learning Stories to assess
children’s learning. (see Blaiklock, 2008, NZRECEJ)
Problems with Learning Stories
 1. Publications on Learning Stories provide little
guidance on where, when, and how often to make
Learning Stories.
 2.Variable information given in professional
development courses on Kei Tua o te Pae.
 3. Time consuming to produce, meaning they are often
made only once a month for each child. Not
representative of a child’s learning.
 4.Problems with including subjective interpretations
at the time of recording observations. Lack of
attention to accuracy.
 5. Difficulties with establishing the validity or
credibility of Learning Stories – It may be a story but
is it an assessment?
 6. Problems with defining the learning dispositions
that are supposed to be the focus of Learning Stories.
Dispositions are important but they are not effectively
assessed with Learning Stories
7. Problems with the links between behaviours,
dispositions and the strands of Te Whāriki
Strand
Disposition
Behaviour
Belonging
Courage &
Curiosity
Taking an interest
Well-being
Trust &
Playfulness
Being involved
Exploration
Perseverance
Persisting
Communication
Confidence
Expressing an
idea or feeling
Contribution
Responsibility
Taking
responsibility
9
 8. Concern that a focus on dispositions can lead to the
neglect of knowledge and skills.
 9. Problems in using a Learning Story about a specific
experience as a basis for planning future learning
experiences in different contexts.
 10. Problems in using Learning Stories to show
changes in children’s learning and development over
time (-lack of attention to this in Kei Tua o te Pae).
Licensing Criteria for Early Childhood
Education and Care Centres (2008)
 Services should be “informed by assessment, planning
and evaluation (documented and undocumented) that
demonstrates an understanding of children’s learning,
their interests, whanau, and life contexts” (Ministry of
Education, 2009, p.8).
 The type of assessment is not prescribed. No requirement
to use Learning Stories.
 The lack of research evidence, and the numerous
problems identified with using Learning Stories, suggest
it is timely for centres to consider a different approach.
Learning Notes
Learning Notes consist of 3 parts.
 (1) Describe
 (2) Interpret
 (3) What Next?
Learning Notes
 (1) Describe – description of child’s involvement in a
particular learning experience. May be short (a
sentence or two)or long (several paragraphs).
 -recorded as accurately as possible as soon as
possible after event.
 Observations can be recorded in notebook or on
‘post-it’ notes for later transfer.
 If abbreviated details recorded, these can be written
up more fully later in the day.
 - may be accompanied by a photo or example of
child’s work.
 The “Describe” section may be all that is required. (in which case the subtitle “Describe” is not needed)
Learning Notes
 If appropriate, can also include an:
 (2) Interpret section – comment that
highlights the significance of the learning.
 - could be linked with principles , strands,
goals, and indicative learning outcomes of
Te Whāriki (-this could help to show that a
range of learning areas are being assessed).
“Interpret” contd.
 Potential problem with Te Whāriki is that
important domains of learning (e.g., physical
development, language development) can be
overlooked. Assessments may be made for all of
the strands of Te Whāriki but crucial areas may not
be covered.
 Well-being; Belonging; Contribution;
Communication; Exploration
“Interpret” contd.
 Children learn holistically but it can be useful to be aware
of domains of learning.
 “Curriculum Subject Areas” also important (e.g., art, music,
mathematics, literacy …).
 Hence, other publications on children’s learning can be
useful for the “Interpret” section of a Learning Note.
 Early Years Foundation Stage (UK)- Three “prime” areas:
 1. Personal, social, and emotional development
 2. Communication and language
 3. Physical development
Learning Notes
 (1) Describe
 (2) Interpret
 In some cases will also include a:
 (3) What Next? section – when it is useful to
record ideas for related future experiences – to
be enacted as soon as possible.
Examples of Learning Notes
 Some examples of “Describe” (No need to write a
whole “story”. No need to focus on “dispositions”.)
 Sarah climbed up and went down the slide
independently for the first time this morning.
 Huan counted to 12 this afternoon when arranging the
pieces of the wooden car puzzle.
 Eloni and Ezra talked frequently with each other as
they role-played cooking in the family area for about 15
minutes. They asked me to try their pizza and both
told me they were friends.
 A Learning Note
 Kayla. Weds, 17 Aug, 1.00pm
 Describe
After lunch, Kayla spent about 20 minutes riding up and
down the sloping path on the trike. She called out, “I’m
very fast.”
 Interpret
 Kayla has become more confident in using the trike since
she developed the motor skills needed to use the pedals (- a
skill typically found for three year olds – see Allen &
Marotz, 2007, Developmental Profiles).
 Links with Te Whāriki, Exploration, Goal 2, Children
experience an environment where they gain confidence in
and control of their bodies.

Example of a Learning Note
 Kahu. Age 4 years, 7 months.
 Tues, 16th August, 11.30 am, Writing Table
 Describe
 Kahu sat at the art/writing table for about ten minutes.
He worked independently, trying out different pens
and colours. He nearly always used his left hand, often
using a “fist grip” to hold the pens. He then presented
his work to me and said “This is a letter for you. Read
it.”
 Interpret
 Kahu appears to be showing a preference to use his left
hand when writing/drawing and is trying out ways to hold
a pen. His “letter” showed a mixture of lines at different
angles, and repeated patterns. He had repeatedly written
“K,” the first letter of his name. He displays an
understanding that writing involves repeated symbols and
letters, and that it can be “read” by other people.
-Links with Te Whāriki , Communication Goal 3, Learning
Outcome -an understanding that symbols can be read by
others….
-Fits with the “Inventing Writing” phase described on page
14 of Clay’s (2010) book, - How Very Young Children
Explore Writing.
 What next?
 Tomorrow I will give Kahu an envelope with his name
written on it, containing a letter from me to Kahu that
thanks him for his letter. I will show Kahu some blank
envelopes and paper and ask if he would like to write
some more “letters”. This will provide me with
opportunities to talk about what he would like to write
and to provide guidance with writing the letters in his
name and using the correct pencil grip. I will
encourage him to use the triangular shaped pencils to
assist with this.
Learning Notes are useful for both
formative and summative assessment
 Formative – ongoing “assessment for learning”. The
flexibility and ease of recording Learning Notes means
that they can be made more frequently and should be of
more value for planning future learning experiences
than are Learning Stories.
 Summative – to “sum up” a child’s performance in a
particular area of learning and development. For
example, a learning outcome in Te Whāriki , or an area
within another framework of early learning (e.g., EYFS).
Will require collecting a range of Notes on same area.
Learning Notes can
be spontaneous or planned
 Spontaneous observations can be made when teachers
recognise significant moments in children’s learning.
[Recognising these moments is enhanced when teachers are
knowledgeable about typical developmental progressions. ]
 Planned observations may focus on particular areas of
learning and development. May be used to ensure a
range of observations of different areas and domains of
learning are made.
Learning Notes can be collected in
a Child’s Portfolio
 Filed in children’s portfolios, along with photos of
events and examples of children’s work.
 A copy of a Learning Note can be sent home the day it
is made - so parent and child can discuss event while it
is still significant.
 The “Describe” section of a Learning Note can be
written with a child. Ideal way to enhance
understanding of early literacy.
Learning Notes
Describe
Interpret
What Next?