Still writing learning stories at 9pm?

Jot a quick note after play. StoryLoop drafts the learning story, curriculum links included. You check every word.

Start free, 3 stories a month Try it with your own note

Free: 3 stories every month, no card. Unlimited: NZ$21 or A$19 a month. See all prices

Try it with your own note, no signup

Replace the example with something from your day (first names only), or just press the button.

A real observation

Edit it, or run it as it is.

The draft

What StoryLoop wrote from the note above.

Noah’s sand castle idea Learning StoryNoah worked carefully in the sandpit today. He filled a bucket with damp sand, turned it over, and tapped the sides before lifting it to make a tower. He built beside Amelia, sharing the space and continuing with his own plan. When Amelia asked for the spade, Noah swapped with her. This was a small but meaningful social moment. He listened to Amelia’s request and adjusted what he was using so they could both keep playing. Noah told us, "I'm making a castle for the dragon". His sand tower was not just a tower, it was part of an idea he was building in his mind. When one side collapsed, Noah did not stop. He packed more sand around the base and tried again, changing his method after noticing what had happened. What learning we noticedNoah used careful hand movements as he filled, turned, tapped, packed and rebuilt with the damp sand. He was testing how the sand held its shape and was beginning to use a practical strategy when the tower did not stay up. His dragon castle idea also showed symbolic play, with Noah using the sand structure to represent something from his imagination. Curriculum linksThis links with EYLF Outcome 4: Children are confident and involved learners. Noah tested an idea, noticed the side collapse, added more sand to the base, and tried again. This also links with EYLF Outcome 5: Children are effective communicators. Noah shared his idea in words when he said he was making a castle for the dragon, helping us understand the story behind his building. Where to next / RespondingWe can support Noah’s sand construction by offering buckets, spades and different sized containers so he can keep testing shape, strength and balance. We can use simple language such as base, taller, damp, dry, collapse and steady as he builds, and notice the strategies he chooses when something does not work the first time. Family linkYou might notice Noah building or making stories at home too. His dragon castle idea could be a good way to talk about what he is planning before he starts creating.

Change the note and press the button: yours is written fresh, usually in under a minute.

A private draft. Nothing is shared until you choose, and every draft shows what it is built on.

More than three in four Australian early childhood educators work about nine unpaid hours a week. Two in three say the workload hurts the care they can give.

Harper, Wilson and McGrath-Champ (2025), The Australian Educational Researcher

Built for Aotearoa and Australia.

Te Whāriki and EYLF V2.0 built in, te reo Māori where it belongs, and a version families can read in their own language. EYFS (England) and Aistear (Ireland) too.

From a quick note to a story you would sign.

Jot what happened
A few words after play, typed or spoken. Half a sentence is enough.
Get a real draft
A learning story in your voice, with Te Whāriki or EYLF links only where the note supports them.
Make it yours
Edit anything, then share it with families in plain words, or export it anywhere in one tap.

An educator smiling at a desk in a classroom — The draft is a starting point, not a finished story. You read it, change what is not right, and share it where you always do.

Every story stays true to what you saw.

Children's words, kept as they said them
When your note has a child's own words, the draft uses them exactly, and every quote is checked against your note before you see it.
You can see how each draft was built
What it took from your note, and anything it assumed, sits beside the draft for you to check before you share.
Tested before every change
The same 24 notes, 48 drafts, checked by rule and by an independent AI reviewer. Nothing ships if it gets worse.

Latest accuracy test

Drafts with every child's quote word for word: 48 of 48
Right framework for the country: 48 of 48
Faithful to the educator's note: 8.8/10

Anything a draft had to assume is listed for you to check before you share it. The report shows every result, including what we are still improving.

Read the full accuracy report

For everyone around the child.

The educator writes it, the centre stands behind it, the family reads it, and the child is at the heart of it.

A real note, and the draft that came back.

A two-year-old in Aotearoa, and the draft StoryLoop wrote, not a word changed. The highlighted words are the child's, exactly as the note has them.

The educator's note

2 to 3 years, Te Whāriki

Aroha tried to put her shoes on before going outside. Velcro kept folding over. Asked 'help me' then pushed my hand away and did the second one herself. Stood up and stomped both feet.

34 words

Flagged for the educator to check

Check that "help me" is the exact wording Aroha used.
Confirm whether it is okay to include that Aroha pushed the adult hand away, as this was part of her communication in the moment.
Add the educator’s actual support if you want the story to show more about our response.

The draft that came back, 386 words

Putting on her own shoes

Learning Story

Before going outside, Aroha tried to put her shoes on by herself. The Velcro kept folding over, making the job trickier. Aroha asked, "help me", letting us know clearly that she needed support.

When help was offered, Aroha pushed the adult hand away and did the second shoe herself. Once both shoes were on, she stood up and stomped both feet. This looked like Aroha checking that her shoes were on and feeling the result with her whole body.

Show the learning, curriculum links and next steps

What learning we noticed

Aroha was working on a real self-help task that matters in her day. She noticed when part of the task was hard, used words to ask for help, and then chose to take over when she was ready. This showed growing independence, problem solving, and confidence in her own ability.

We also noticed Aroha moving between needing help and wanting to do it herself. That back-and-forth is a normal and useful part of toddler learning. She was telling us, through her words and her actions, how much support she wanted.

Curriculum links

This links with Mana atua | Wellbeing, especially children developing self-care skills and confidence with daily routines. Aroha worked on putting on her own shoes before going outside.

This also links with Mana aotūroa | Exploration, particularly using strategies for active exploration and problem solving. Aroha kept working with the folded Velcro and completed the second shoe herself.

Mana reo | Communication is also visible here. Aroha used the words "help me" to let us know what she needed, then used her body language to show she was ready to try independently.

Where to next / Responding

We can support Aroha by giving her time to try first before stepping in. When she asks for help, we can offer just enough support, such as holding the shoe steady or pointing to the Velcro, then pause so she can take over again.

We will continue to notice how Aroha manages other dressing routines, such as shoes, socks, jackets, and bags. We can use simple language like, "You try first" and "I can help a little bit" so Aroha can keep building independence while still knowing support is close.

Whānau link

At home, whānau might notice Aroha wanting help for a moment and then wanting to do the rest herself.

All twelve examples, from babies to five-year-olds

Leo, who builds StoryLoop, in Christchurch

Who builds it

Hi, I'm Leo. I build StoryLoop in Christchurch.

I'm 20, and I'm not an early childhood teacher, so I built StoryLoop the only honest way I could: in front of educators, who told me every time a draft invented something or tidied a child's words into proper sentences.

I still build every part of it myself. When you email StoryLoop, I read it, and if a story came out wrong I can usually fix it that week.

Email me Why I started StoryLoop

Free to start. One flat price for unlimited.

Three stories a month stay free. Paid plans start with a 7-day free trial and cancel anytime.

Free

3 stories/month

For trying the educator-led workflow on real observations without pressure.

3 learning stories a month
Te Whāriki or EYLF links
Basic privacy and evidence check
Edit, save and copy every draft
No credit card

Start free

Questions educators ask.

What is StoryLoop?

StoryLoop turns a quick educator note, typed or spoken, into an editable learning story draft with Te Whāriki or EYLF links. It is written in a natural educator voice, and you check and edit every word before anything is shared.

Does it work with the platform my centre already uses?

Yes. Write and check the story in StoryLoop, then paste it into whichever app your families already use. Nothing has to move. Centres that want one home for their learning stories can also keep them all in StoryLoop, with family versions and wall cards in eleven languages.

Does it support Te Whāriki and EYLF?

Yes. New Zealand mode supports Te Whāriki strands, learning outcomes and dispositions, with optional Kōwhiti Whakapae or Tapasā lenses. Australia mode supports EYLF V2.0 outcomes. Links are only made where the observation supports them.

How much does it cost?

Three stories a month are free with no card. Educator is NZ$21 or A$19 a month for unlimited stories. Centre Starter covers up to 10 educators and unlimited children for NZ$109 or A$99 a month. Individual plans start with a 7-day free trial, centres get 30 days free with no card, and you can cancel any time.

Does it write generic AI stories?

No. Every claim is grounded in what you wrote, children's words are kept exactly as they said them, and curriculum links are only made when the evidence supports them. Drafts are checked for invented details before you see them.

How do I know it will not make things up?

Every draft shows what it rests on from your note and lists what it assumed, so you can check both before sharing. And every change to how stories are written is tested first on the same 24 notes: in the latest test, every child's quote in all 48 drafts matched the educator's note word for word. The full results, including what is still being improved, are in the accuracy report at storyloop.space/accuracy.

What about children's privacy?

Stories and child profiles are stored in Sydney, Australia, and are never used to train AI models. StoryLoop never keeps children's voice recordings, and anything shared with families outside StoryLoop carries no names, photographs or dates. Nothing is shared until you choose to.

Can I edit the stories?

Yes. Edit anything, save it to your history, copy it, export it, or redraft from the original note in a different tone or depth. Redrafting a story you already wrote never uses up a free story.

More on privacy, curriculum and centres in the full FAQ.

Get your evenings back.

Write your next three learning stories free. If the drafts do not sound like you, you have lost ten minutes.

Start free

Still writing learning stories at 9pm?

From a quick note to a story you would sign.

Jot what happened

Get a real draft

Make it yours

Every story stays true to what you saw.

Children's words, kept as they said them

You can see how each draft was built

Tested before every change

For everyone around the child.

Finish the story before you leave, not at 9pm.

One price for the whole team.

Learning, in words families can use.

Their words, exactly as they said them.