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Learning stories versus observations

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Learning stories versus observations

Postby seahome82 » Wed Feb 29, 2012 2:06 pm

I'm getting a little confused. Should I do both observations and learning stories or are these basically the same thing, so therefore only one is needed.Have I got this right!
Louise
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Re: Learning stories versus observations

Postby Lorina » Thu Mar 01, 2012 3:45 pm

Hi Louise,

As far as I am aware a Learning Story and an Observation are 2 separate forms of documentation. So you can use both/either to document children's learning.

I recently wrote an article on this site about Learning Stories. Click on the link to read more: learning_story.php

Cheers :geek:,
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Re: Learning stories versus observations

Postby kristyl74 » Mon Mar 05, 2012 11:14 am

From the acecqa :

Educators use a variety of strategies to collect, document, organise, synthesise and interpret
the information that they gather to assess children’s learning. They search for appropriate ways
to collect rich and meaningful information that depicts children’s learning in context, describes
their progress and identifies their strengths, skills and understandings (Early Years Learning
Framework, page 17; Framework for School Age Care, page 17).

using a variety of methods, such as diary jottings, children’s comments and conversations,
photographs and examples of children’s work, to assist their reflection on children’s
experiences, thinking and learning.

We use pictoral, learning stories, general obs, daily reflection diary, surveys etc.. hoping this is enough of a variety :giggle:
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Re: Learning stories versus observations

Postby lumamelzem » Mon Mar 05, 2012 6:12 pm

HI i need help with this question please.
what factors influence the ability to self regulate emotions ?
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Re: Learning stories versus observations

Postby Lorina » Sun Mar 11, 2012 11:58 am

lumamelzem wrote:HI i need help with this question please.
what factors influence the ability to self regulate emotions ?


Please start a new topic for this question...

Cheers :geek:,
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