Response to Ken Blaiklock article: (A critique of the Use of Learning Stories to assess the Learning Dispositions of Young Children

in NZ Research in ECE Journal, Vol. 11, 2008) Learning stories are used extensively in our centre to record and celebrate childrens learning. I am an educator with more than 30 years experience working with preschool children. I am also a special education teacher. During this time I have used an extensive array of assessment tools including written observations, checklists (more than I can count or remember), annotated photographs, and more recently have used the Reflect, Respect, Relate document to observe and make judgments about the learning environment, childrens involvement and wellbeing. Learning stories allow us to communicate in a positive and respectful manner to the child and their family. Learning stories are not our only source of information. We use observations and where indicated we use screening checklists as well. Learning stories are not usually constructed on the basis of one single observation and are often a result of many observations of the child over a period of time as well as discussion with other staff members, family and most importantly interactions with the child. Certainly we focus on dispositions for learning and these include: persistence, resilience, confidence, cooperation, collaboration, problem-solving and creativity. However, there is often a focus on knowledge and skills as well and this has been recommended by Wendy Lee (co-author of Learning Stories: Constructing Learner Identities in Early Education) as quite appropriate. I cant begin to tell you the success we have had in sharing learning with families of children with special needs/rights. They know only too well the deficits and have already heard them over and over again. Learning stories allow us to celebrate achievements, identify interests and strengths. I think everyone who is using learning stories effectively would agree that we now have families engaged in sharing their childs learning more so than we ever have in the past. They are not necessarily looking at their childs extraordinary achievements but at the ordinary learning that occurs in a social context. This brings me to my recent experience in New York City as an Early Years Educational Consultant. I saw preschool childrens work being assessed through a commercially packaged kit called Work Sampling. As well as collecting work samples and photographs, there were also checklists to fill in. I also saw children of 4 years of age being subjected to performance tasks. These are really tests and any 4 year old knows it! I would describe these methods of assessing children as disrespectful. A good educator is able to assess a child through observation and interaction through play. On my website I have written a section entitled Authentic and Respectful Documentation of Childrens Learning. (www.authenticearlyyearslearning.com) I believe that Learning Stories are respectful and meaningful to children and families. I cannot say the same of checklists, performance tasks or work sampling. We are now writing our stories to the child and sharing these with them so that they begin to understand what learning is all about, and that they are in charge of their learning.

In Margaret Carr and Wendy Lees latest book, they talk about primary school children writing about and identifying their own learning through Learning Stories. Just imagine our capable, competent and intelligent (Carla Rinaldi Thinker in Residence) children being able to do this. How powerful would that be? I acknowledge that I have seen some learning stories of questionable value. In an attempt to shortcut the process, some educators have churned out some very generic stories which often reflect what the teacher has done but do not capture any real learning on the part of the child. This is unfortunate and obviously requires more training on the part of the teacher but it also may be part of the journey of learning what is valuable to record and what is not. Many teachers also complain that they dont have time to write learning stories. This is where a whole team approach comes in. In our centre, all educators (trained and untrained) write learning stories. All educators are given time to do this. I think it comes down to a matter of priorities. What is important? Many centres spend time producing a CD of kindy memory photos at the end of the year and give one to each child. This is a time consuming task and I question the value when put up against a Learning Folder with descriptions of rich learning. A portfolio filled with the work produced by the child is also not terribly informative of their learning. Maybe we need to examine how we spend our time and decide what is really important. Finally, I also believe that learning stories have promoted better communication and understanding between educators, families and children, but can this be measured?

Probably not, some things just cant be measured.

Marilyn Hayward Advanced Skill Teacher 2 Kensington Gardens Preschool President Early Childhood Organization