# Learning Story Examples and Templates for Early Childhood > What a learning story is, a simple structure to follow, two worked learning story examples linked to EYLF outcomes, and early childhood resources. ## Learning Stories for Early Childhood Educators A learning story is a short piece of documentation written as a story. Instead of a checklist or a list of skills, the educator describes a moment of learning, says what it means, and plans what to offer next. Families can read it, children can revisit it, and it links to the [EYLF learning outcomes](/teacher-guides/eylf-learning-outcomes). Learning stories were developed in New Zealand in the 1990s, most closely associated with Margaret Carr and the Te Whāriki early childhood curriculum, and they are now used widely in Australian services. The [National Quality Standard](https://www.acecqa.gov.au/nqf/national-quality-standard) does not require any one format, so a learning story is one good option among several. On this page: a simple structure, two worked examples I wrote to show the format (the children are made up), how to link a story to the outcomes, and resources from Australian educators. ## EYLF-Linked Resources for Early Childhood _(Dynamic listing feed — browse at the page URL for live results.)_ ## A Simple Learning Story Template Most learning stories use some version of these five parts. Each can be a short paragraph. ### 1. Title A few words that capture the moment, like "The ramp that kept the cars on" or "Lunch for the whole home corner". ### 2. The story (what happened) Describe what the child did and said, in order. Many educators write it to the child ("Today, Mia, you...") so the child and family can read it together. Add one or two photos. ### 3. What learning is happening Name the learning in plain words: persistence, turn taking, problem solving, a new word. Then link it to one or two EYLF outcomes and sub-outcomes. ### 4. What next One or two ideas to extend the learning: a material to add, a question to ask, a book to read, a family to invite in. ### 5. Family and child voice Leave space for the family to reply, and record what the child says when they see the story. These are the parts that make it a conversation. > **Tip:** Carr's 2001 book on learning stories organises the process as describing, discussing, documenting and deciding. If a template feels heavy, those four words are the whole job. ## School Readiness and Transition Resources _(Dynamic listing feed — browse at the page URL for live results.)_ ## Two Learning Story Examples I wrote these to show the format. The children and educators are made up. ### Example 1: "The ramp that kept the cars on" (preschooler, 4 years) **The story.** This morning, Mia, you carried three long blocks to the car mat and leaned them on the shelf to make a ramp. You sent the red car down and it flew off the side. You said "too fast" and tried again, and it fell off again. Then you went back to the block shelf, came back with the small blocks and lined them along both edges. "Now they stay on," you said, and sent every car down one after the other. Jordan came to watch and you showed him how to let go at the top without pushing. **What learning is happening.** Mia, you had an idea, tested it, saw what went wrong and changed your plan without being asked. You kept going after two tries that did not work. You also shared what you had worked out with a friend. - Outcome 4: developing learning and thinking skills such as problem solving and experimenting - Outcome 4: a growth mindset and persistence - Outcome 5: interacting with others for a range of purposes (explaining to Jordan) **What next.** I will put tubes, guttering and planks in the block corner tomorrow so you can try steeper and longer ramps, and ask "which car goes furthest?" **Family voice.** *(space for the family)* ### Example 2: "Lunch for the whole home corner" (toddler, 2 years) **The story.** Today, Ali, you set the table in the home corner. You put a plate in front of every chair, then a cup, then a spoon. When Sophie sat down without a spoon you went to the basket, found one and gave it to her. You stirred the pot and said "hot" and blew on it, then fed the baby doll first. **What learning is happening.** You noticed that everyone needed the same things and made sure Sophie was not left out. You are matching one plate to one chair, which is early counting. You are also replaying care routines you know from home and from the service. - Outcome 2: becoming aware of fairness - Outcome 1: interacting with others with care, empathy and respect - Outcome 5: beginning to understand how symbols and pattern systems work (one to one matching) **What next.** I will add a set of four placemats to the table and count them with you, and ask your family what you like to cook together at home. **Family voice.** *(space for the family)* ## Hands-On Play Resources to Document _(Dynamic listing feed — browse at the page URL for live results.)_ ## Linking a Learning Story to the EYLF Outcomes Pick the one to three sub-outcomes the story shows best. A long list of links in every story is a sign the analysis is too thin. These pages list every sub-outcome in plain words, with shorter observation examples: - [Outcome 1: Children have a strong sense of identity](/teacher-guides/eylf-outcome-1-identity) - [Outcome 2: Children are connected with and contribute to their world](/teacher-guides/eylf-outcome-2-connected-world) - [Outcome 3: Children have a strong sense of wellbeing](/teacher-guides/eylf-outcome-3-wellbeing) - [Outcome 4: Children are confident and involved learners](/teacher-guides/eylf-outcome-4-confident-learners) - [Outcome 5: Children are effective communicators](/teacher-guides/eylf-outcome-5-communicators) ### Tips for writing learning stories faster - **Write it the same day.** A photo and five words on a sticky note in the moment is enough to write from later. - **Keep the story factual.** Save the analysis for the next section. - **One story, one moment.** A morning of play is several stories, not one. - **Use the child's words.** Quote what they said. It is the best evidence you have. - **Close the loop.** Next time you write about the same child, mention what happened with your last "what next". ### Learning stories and transition statements In the year before school, your learning stories become the evidence for the child's transition statement. In NSW the department provides a [guide to the Transition to School Statement](https://education.nsw.gov.au/content/dam/main-education/early-childhood-education/working-in-early-childhood-education/media/documents/transition-to-school/Guide_to_completing_the_Transition_to_School_Statement.pdf) organised around the EYLF outcomes, and in Victoria services use the Transition Learning and Development Statement. See also [school readiness: speech and language](/teacher-guides/school-readiness-speech-language) and [play-based learning activities](/teacher-guides/play-based-learning-activities). ## Frequently Asked Questions ### What is a learning story in early childhood? A learning story is documentation written as a short narrative. The educator describes a moment of learning, explains what it shows, links it to learning outcomes, and plans what to offer next. Families and children are invited to respond. ### What should a learning story include? A title, the story of what happened, what learning is happening with links to one to three EYLF sub-outcomes, what next, and space for family and child voice. One or two photos help families see the moment. ### How long should a learning story be? Usually a few short paragraphs, around 150 to 300 words. The story part should describe one moment clearly. If it runs much longer, it is often two stories. ### Are learning stories required under the EYLF? No. The National Quality Framework expects documentation of each child, but it does not prescribe a format. Learning stories are one option alongside running records, jottings, photos with captions, work samples and checklists. ### Who created learning stories? Learning stories were developed in New Zealand in the 1990s and are most closely associated with Margaret Carr and the Te Whāriki curriculum. Her 2001 book Assessment in Early Childhood Settings: Learning Stories set out the approach. ### What is the difference between a learning story and an observation? A short observation records what happened and links it to an outcome, often in three or four sentences. A learning story does the same but as a fuller narrative, usually written to the child, with analysis, next steps and space for family responses. Each [EYLF outcome page](/teacher-guides/eylf-learning-outcomes) has short observation examples. ### Can I find free early childhood resources on TeachBuySell? Yes. [Browse free early childhood resources here](/s?keywords=eylf&price=0%2C0), or use the price filter on any search. --- Source: https://teachbuysell.com.au/teacher-guides/learning-story-examples-and-templates Marketplace: https://teachbuysell.com.au