Crafting Educational Narratives, A Mud Play Learning Story Example
Writing a good learning story is a bit like tending a garden. It requires patience, attention to detail, and a deep understanding of the unique characteristics of each child in your care. Just as a skilled gardener knows that not all plants need the same amount of sunlight or water, a thoughtful teacher recognises that each child has different needs, interests, and learning styles.
A learning story is more than just a record of what a child did on a particular day. It's a narrative that reveals how a child is developing, the ways they are engaging with the world around them, and the progress they're making toward their learning goals. A well-crafted learning story can be a powerful tool for communicating with families about their child's learning journey, inspiring children's curiosity and imagination, and guiding your teaching practice.
However, writing a good learning story can be a challenge, especially when you're juggling the many other responsibilities that come with being a teacher. I know, I've been there too. But don't worry, I'm here to help. Let's take a closer look at how to write a learning story, using a real-life example from a mud play session.
Title: Discoveries in the Mud
It was a typical autumn day at our early learning centre when I noticed Mia, a naturally curious and energetic 4-year-old, playing by herself in the mud pit. She was fully absorbed in the activity, her hands covered in mud as she patted and moulded the earth into different shapes.
As I watched her, I was struck by the keen sense of focus and determination she was displaying. She was testing the mud's consistency, experimenting with how it changed when she added water and observing how it felt between her fingers. It was clear that she was engaging in some serious scientific exploration.
I approached Mia and asked her about what she was doing. She looked up, her face beaming with pride, and said, "I'm making mud pies! They're for my mummy and daddy." I could see that not only was she exploring the physical properties of mud, but she was also incorporating elements of pretend play and thinking about others.
Throughout the next week, I observed Mia returning to the mud pit again and again, each time experimenting with new ways to shape and manipulate the mud. It was clear that this activity was sparking her curiosity and providing her with opportunities to learn and grow in a way that was meaningful to her.
Reflecting on this experience, I realised that the mud pit was more than just a place for children to get dirty. It was a rich learning environment where children like Mia could explore, experiment, and make meaningful connections to the world around them.
In this learning story, there are three main sections: the observation, the interpretation, and the planning.
The observation is a factual account of what I saw Mia doing in the mud pit. I described her actions, her expressions, and her words without adding any of my own interpretations or judgments. This is the foundation of the learning story.
The interpretation is where I made connections between Mia's actions and her learning and development. I inferred that she was engaging in scientific exploration, pretend play, and social thinking based on her actions and words. This is where the learning story starts to come alive.
The planning section is where I thought about how I could support Mia's learning and development moving forward. I realised that the mud pit was a valuable learning environment and thought about how I could incorporate it into future learning experiences.
Writing a learning story is an ongoing process of observation, interpretation, and planning. It's about seeing the extraordinary in the ordinary, recognising the learning that's happening in every moment, and finding ways to support and extend that learning. It's a challenge, yes, but it's also one of the most rewarding aspects of being a teacher.
So next time you find yourself stuck on how to write a learning story, remember Mia and her mud pies. Look closely at what the children in your care are doing, think about what it might mean, and consider how you can support their learning. You may be surprised at the stories you uncover.