Childcare Learning Stories & Observations – Examples for Childcare Educators
Learning stories are one of the most powerful forms of documentation in early childhood education. They capture the magic of learning moments and show how children grow through play, discovery, and relationships. This page provides learning story examples, templates, and writing tips aligned to the Early Years Learning Framework (EYLF), helping educators and students create meaningful, authentic observations that meet both study and workplace requirements.
What Is a Learning Story?
A learning story is a narrative observation that describes a child’s experience and links it to learning outcomes.
Unlike a checklist or running record, it focuses on the quality of learning rather than the quantity of tasks completed.
A well-written learning story:
- Describes what the child did and how they engaged
- Reflects on the learning taking place
- Links to relevant EYLF Outcomes
- Identifies opportunities for future learning
Learning stories encourage families and educators to celebrate progress, reflect on next steps, and maintain strong connections between home and the learning environment.
How to Write a Learning Story
Writing a learning story doesn’t need to be complicated — it simply requires observation, reflection, and connection.
- Observe – Watch for a meaningful moment, skill, or behaviour.
- Record – Describe what happened in clear, factual language.
- Reflect – Consider what the child was learning or exploring.
- Link – Identify which EYLF Outcomes apply.
- Plan – Suggest ideas for extending the learning experience.
Tip: keep the story focused on the child’s learning, not the activity itself. “Ella explored colour mixing to express her ideas” is stronger than “Ella painted a picture.”
Example Learning Stories
Below are sample learning stories you can adapt for your own observations. Each one is aligned with a relevant EYLF Outcome and includes a short reflection.
Learning Story Example – Babies (EYLF Outcome 1: Identity)
Background:
Noah (5 months) has recently become more confident during floor play and tummy time. Educators have been encouraging self-recognition and sensory exploration through mirrors, textured mats, and objects that respond to touch and sound. This experience took place during the mid-morning free-play period in the nursery, following Noah’s nap and bottle, when he is usually most alert and social.
Title: Discovering My Reflection
Observation Narrative:
Noah lay on his tummy near a low mirror panel attached to the play mat. As he lifted his head, his gaze met his reflection. He paused for a few seconds, then reached out with his right hand, touching the cool surface. A smile spread across his face as he babbled softly — “ba ba!” — and tapped the mirror repeatedly. When the mirror shifted slightly under his hand, he giggled and looked toward his educator for reassurance.
Encouraged, Noah pushed up higher on his arms, experimenting with balance and strength. He alternated between looking at his reflection and turning to the educator, seeking eye contact and smiling each time he received verbal praise (“Hello Noah, I can see you looking at yourself!”). After a few minutes, Noah placed his face close to the mirror and gently touched his nose to his reflection, before rolling onto his side to rest.
Reflection:
Noah is beginning to explore his body and environment through sight, sound, and touch. His fascination with the mirror shows growing visual awareness and enjoyment of sensory feedback. He responded to movement, contrast, and the smiling “baby” he could see, using facial expressions and vocalisations to share his excitement.
The educator’s calm, responsive presence provided emotional security and encouragement, helping Noah to sustain attention and continue practising new motor skills. Through this supported play, Noah built physical strength, coordination, and confidence to engage with his environment—important foundations for later identity development and social connection.
EYLF Learning Outcomes:
- Outcome 1 – Children have a strong sense of identity
- LO1.1: Noah feels safe, secure, and supported during play with trusted educators.
- LO1.2: He demonstrates increasing autonomy and confidence as he explores independently.
- LO1.3: Noah’s emerging self-recognition supports positive self-concept and belonging.
- Outcome 3 – Children have a strong sense of wellbeing
- LO3.1: Developing coordination and body control through tummy play and reaching.
- Outcome 4 – Children are confident and involved learners
- LO4.1: Displays curiosity and enthusiasm while exploring new materials.
- LO4.2: Shows persistence when practising physical balance and movement.
- Outcome 5 – Children are effective communicators
- LO5.1: Uses babbling, facial expressions, and gestures to express enjoyment and connection.
Future Planning / Next Steps:
Provide more opportunities for mirror play, including larger floor mirrors and hand-held reflective materials. Extend the experience with family photo books and mirrored sensory bottles to support ongoing recognition and social interaction.
Learning Story Example – Toddlers (EYLF Outcome 2: Community)
Background:
Mia (2 years, 3 months) has recently shown a strong interest in routines and imitation of adults. Educators have been fostering her independence and sense of belonging by involving toddlers in simple group responsibilities, such as wiping tables and packing toys away before mealtimes. This experience occurred at the end of outdoor play in the toddler yard on a sunny afternoon.
Title: Helping at Pack-Up Time
Observation Narrative:
As educators announced “It’s time to pack away,” Mia immediately began collecting small trucks scattered around the sandpit. Without being prompted, she carried one to the storage crate and said to another child, “Put here!” She then demonstrated by placing her truck inside. When her peers hesitated, Mia pointed to the remaining toys and said, “More — get more.”
She returned several times, carrying toys two at a time, occasionally pausing to ensure her friends were joining in. When one child dropped a truck, Mia bent to help, saying “Oops! Fix it!” and handed it back with a smile. After the final load, she clapped and looked toward her educator for acknowledgment. The educator responded, “Thank you for helping, Mia. You’re taking care of our space!” Mia beamed proudly and stayed to watch as other groups completed their areas.
Reflection:
Mia’s actions show emerging pro-social behaviour and leadership within her peer group. She understands group expectations and enjoys contributing to the collective routine. By modelling and guiding peers, she is developing empathy, cooperation, and confidence in social participation. The educator’s affirmation strengthened her intrinsic motivation to help and reinforced a sense of belonging within the service community.
This experience also supported early language development and problem-solving as Mia used short phrases to direct and encourage others. The positive social interaction contributes to emotional wellbeing and fosters early citizenship and responsibility.
EYLF Learning Outcomes:
- Outcome 2 – Children are connected with and contribute to their world
- LO2.1: Begins to cooperate and share in group routines.
- LO2.2: Demonstrates care for environment and respect for shared resources.
- LO2.3: Expresses empathy by assisting peers.
- Outcome 1 – Children have a strong sense of identity
- LO1.2: Builds confidence through participation in meaningful tasks.
- Outcome 3 – Children have a strong sense of wellbeing
- LO3.2: Demonstrates a sense of accomplishment and positive self-esteem.
- Outcome 5 – Children are effective communicators
- LO5.1: Uses language and gesture to interact with peers and educators.
Future Planning / Next Steps:
Provide opportunities for Mia and peers to engage in small group jobs (watering plants, setting up morning tea). Introduce visual routine cards to strengthen independence and help children take collective responsibility for their environment.
Learning Story Example – Preschool (EYLF Outcome 3: Wellbeing)
Background:
Jack (4 years, 1 month) has been exploring physical challenges in the outdoor yard. Over recent weeks, educators have noticed his determination to master the balance beam. This observation occurred mid-morning after group time, during outdoor free play.
Title: Balancing on the Beam
Observation Narrative:
Jack approached the wooden balance beam and placed one foot carefully in front of the other. Midway across, he lost balance and stepped off, frowning slightly. “I nearly did it,” he muttered, before climbing back up for another go. He extended his arms for balance, concentrating intensely. The educator observed nearby and encouraged, “You’re using your strong legs, Jack — keep looking forward.”
On his third attempt, Jack made it across without stepping off. His face lit up as he shouted, “I did it myself!” He immediately turned and invited another child: “Your turn — it’s tricky but you can do it!” They took turns cheering for each other, laughing when one wobbled. Jack then showed a younger peer how to place their feet: “One foot here, now this one.”
Reflection:
Jack demonstrated persistence, self-regulation, and confidence while tackling a challenging motor task. His repeated attempts and problem-solving language show growth in physical competence and emotional resilience. The educator’s encouragement allowed Jack to experience success through his own effort, reinforcing autonomy and intrinsic motivation.
This experience also highlighted peer learning and leadership, as Jack shared strategies and empathy with others. Physical play like this supports holistic wellbeing — building strength, balance, coordination, and social confidence.
EYLF Learning Outcomes:
- Outcome 3 – Children have a strong sense of wellbeing
- LO3.1: Demonstrates spatial awareness and control of movement.
- LO3.2: Shows increasing independence and perseverance in physical challenges.
- Outcome 1 – Children have a strong sense of identity
- LO1.2: Develops autonomy and confidence through success.
- Outcome 2 – Children are connected with and contribute to their world
- LO2.3: Encourages and supports peers in cooperative play.
- Outcome 4 – Children are confident and involved learners
- LO4.2: Uses persistence and problem-solving to achieve goals.
- Outcome 5 – Children are effective communicators
- LO5.1: Shares achievements verbally with peers and educators.
Future Planning / Next Steps:
Introduce additional balance and climbing challenges (stepping stones, obstacle paths) to extend Jack’s coordination and planning skills. Encourage peer mentoring by pairing confident children with those building physical confidence.
Learning Story Example – Preschool (EYLF Outcome 4: Learning)
Background:
Ava (4 years, 6 months) has been deeply engaged in block play, often experimenting with bridges and ramps. Educators have observed her persistence and ability to work collaboratively with peers. This observation took place in the indoor construction area during a morning learning block.
Title: Building Bridges with Blocks
Observation Narrative:
Ava selected several long wooden blocks and positioned them side by side. “I’m making a bridge,” she announced. As she stacked, the middle section wobbled and collapsed. She frowned briefly, then said, “It needs something strong underneath.” Searching through the basket, she chose thicker blocks and tested different arrangements.
Her peer Luca joined, suggesting, “Try these short ones first.” Together they experimented with combinations, occasionally testing stability by driving a toy car across. When it finally held, Ava clapped and exclaimed, “It worked! Now it’s a road bridge!” She drew lines with chalk to mark lanes, narrating the process to her educator: “Cars go this way, people walk here.”
Reflection:
Ava demonstrated scientific thinking, spatial awareness, and early engineering concepts through active problem-solving. Her experimentation shows an understanding of cause and effect and a willingness to test hypotheses. Collaboration with Luca highlighted social learning and negotiation skills.
The educator’s decision to observe without intervening allowed Ava to self-correct and take ownership of her success, promoting confidence and resilience. Ava’s expressive narration strengthened her communication and literacy foundations by linking ideas with language.
EYLF Learning Outcomes:
- Outcome 4 – Children are confident and involved learners
- LO4.1: Displays curiosity, persistence, and creativity during play.
- LO4.2: Uses trial-and-error and problem-solving to achieve desired results.
- LO4.3: Transfers ideas between materials and contexts.
- Outcome 1 – Children have a strong sense of identity
- LO1.2: Demonstrates confidence and independence in play.
- Outcome 2 – Children are connected with and contribute to their world
- LO2.3: Collaborates and negotiates with peers during shared projects.
- Outcome 5 – Children are effective communicators
- LO5.2: Uses language to organise and express ideas.
Future Planning / Next Steps:
Offer provocations with photos of bridges and real-world structures. Introduce lightweight construction materials (cardboard tubes, recycled boxes) to encourage scale experimentation and collaborative planning.
Learning Story Example – Group (EYLF Outcome 5: Communication)
Background:
A small group of preschoolers (ages 4–5) have recently shown enthusiasm for retelling familiar stories. Educators have been encouraging language development and narrative sequencing through group reading and puppet play. This experience took place during an afternoon group time on the mat.
Title: Storytime Helpers
Observation Narrative:
After reading The Very Hungry Caterpillar, the educator invited children to help retell the story. Emma eagerly held the book, while Jacob pointed to each fruit picture, calling out the names. “He ate two pears!” shouted Lily, laughing. The group began mimicking the caterpillar’s munching sounds together.
When the page turned to the cocoon, Ava said, “Now he sleeps for a long time,” and gestured wrapping herself up. The group chorused “and then he’s a butterfly!” before flapping arms and spinning in delight. Throughout the activity, children used expressive gestures, repetition, and sequencing language to co-create the story, supporting each other’s contributions.
Reflection:
The children demonstrated strong engagement, cooperation, and expressive communication through shared storytelling. This collaborative reading fostered confidence, vocabulary expansion, and turn-taking. Each child contributed meaningfully, showing understanding of story sequence, character, and transformation.
The educator’s facilitation encouraged participation and peer scaffolding. The children’s body language and laughter reflected comfort and joy in communicating ideas within a supportive environment.
EYLF Learning Outcomes:
- Outcome 5 – Children are effective communicators
- LO5.1: Engage in enjoyable interactions using verbal and non-verbal communication.
- LO5.2: Use language and symbols to represent and share ideas.
- LO5.3: Demonstrate understanding of narrative structure and sequencing.
- Outcome 1 – Children have a strong sense of identity
- LO1.4: Learn to interact in relation to others with care and respect.
- Outcome 2 – Children are connected with and contribute to their world
- LO2.3: Collaborate and cooperate with peers in shared learning.
- Outcome 4 – Children are confident and involved learners
- LO4.1: Show curiosity and enthusiasm for shared learning experiences.
Future Planning / Next Steps:
Extend storytelling into dramatic play using props and puppets. Encourage children to create their own picture books or group stories to further develop sequencing and narrative skills.
Observation Types and When to Use Them
| Observation Type | Description | When to Use |
|---|---|---|
| Learning Story | Short narrative that captures a meaningful moment and links clearly to relevant EYLF Outcomes. | Show learning depth, child voice, and next steps in a family-friendly format; ideal for portfolios and programming. |
| Anecdotal Record | Brief, factual snapshot of behaviour or skill with minimal interpretation. | Quick daily notes to inform planning; useful for tracking emerging skills or interests. |
| Running Record | Continuous, time-sequenced account of actions and interactions over a set period. | Analyse patterns (social play, self-regulation) or evaluate strategies during specific routines. |
| Learning Summary | Synthesis of progress across multiple observations, usually mapped to EYLF Outcomes. | Communicate overall progress to families; planning cycles; reports and transitions. |
| Photo Observation | Images with concise captions and explicit EYLF links to highlight learning. | Visual documentation for displays, portfolios, and family engagement; great for non-writers. |
| Art Sample | A child’s artwork accompanied by educator comments that describe the process, techniques, or thinking displayed. | Showcase creativity, fine-motor progress, and self-expression; link to EYLF Outcomes 4 (Learning) and 5 (Communication). |
| Group Observation | Observation that documents the interactions and learning of a small or whole group during a shared experience. | Capture collaboration, communication, and peer learning; useful for evaluating social goals or team projects. |
| Jotting | Very brief note that records an idea, quote, or moment to expand later. | Capture spontaneous insights; seed for fuller learning stories or plans. |
Tip: Choose the method that best serves your purpose — evidencing learning (Learning Story), spotting trends (Running Record), or capturing quick insights (Jotting).
For Students – Using Learning Stories in Assessments
If you’re studying early childhood education, learning stories are a common assessment task.
When creating one for your course, use real or simulated experiences that demonstrate your understanding of the EYLF.
Include:
- A descriptive paragraph of the experience
- A reflection of the learning that occurred
- The relevant EYLF Outcome and next steps
This approach shows assessors that you can link observation, analysis, and planning — key skills for competent educators.