Learning story examplesTwelve real notes. Twelve real drafts.

Learning Story

Mere was lying on her tummy on the mat with a wooden rattle just out of reach. She reached towards it, rocked her body forward, and kept working out how to get close enough. On her third go, Mere reached far enough to grab the rattle.

Once it was in her hand, Mere shook the rattle and looked at us. She babbled, “ba ba”, then rolled onto her back and kept shaking it. Mere was using her body, her voice, and the rattle all together in this small but focused moment of play.

What learning we noticed

Mere showed persistence as she tried more than once to reach the rattle. She was beginning to use her body with purpose, rocking forward and adjusting her movement until she could get what she wanted. When she looked at us and babbled, she may have been sharing her success or inviting a response.

Mere also explored cause and effect. She moved the rattle and heard or felt the result, then kept shaking it after rolling onto her back. This showed us that she was interested in what the rattle could do and how she could make it happen again.

Curriculum links

This links with Mana aotūroa | Exploration, especially children using movement and active exploration to make sense of the world. Mere reached, rocked, grasped, rolled, and tested the rattle through her body.

This also links with Mana reo | Communication, as Mere used babbling, looking, and sound-making with the rattle to communicate and connect.

Where to next / Responding

We can continue to place safe objects just within Mere’s reach so she can practise reaching, shifting her weight, and making choices. We can sit nearby, respond to her sounds, and give her time to try before offering help.

Whānau link

Mere may enjoy similar tummy time play at home with a safe rattle or small toy placed where she can see it and work towards it.

Learning Story

At morning tea, Ruby fed herself yoghurt using a spoon. She got most of the yoghurt in with the spoon, showing she is working out how to guide the spoon from the bowl to her mouth. Near the end, Ruby put the spoon down and used her fingers for the last bit. When she finished, she said, "all gone".

What learning we noticed

Ruby is building independence with mealtimes. She used the spoon for most of the yoghurt, then changed her strategy when there was only a little bit left. This shows Ruby is beginning to make choices about what works for her body and the task in front of her.

Ruby also used simple words to tell us she had finished. Saying "all gone" gave us a clear message and showed her growing confidence in using language during everyday routines.

Curriculum links

EYLF Outcome 3: Children have a strong sense of wellbeing. Ruby practised self-help skills during morning tea, including feeding herself and managing the last part of her yoghurt in her own way.

EYLF Outcome 5: Children are effective communicators. Ruby used the words "all gone" to let us know she was finished, linking her words with what had just happened.

Where to next / Responding

We can keep supporting Ruby’s independence at mealtimes by giving her time to use the spoon, while also accepting that fingers may still be part of how she manages tricky last bits. We can name what is happening in simple words, such as spoon, yoghurt, more, finished, and all gone, so Ruby keeps hearing useful mealtime language.

Family link

At home, you might notice Ruby using words or gestures to tell you when she wants more or when she is finished.

Learning Story

Tama worked at the sandpit with the red bucket and scoop. He filled the bucket with sand, tipped it out, then filled it again. He repeated this action again and again, using the scoop to move the sand into the bucket and watching what happened when he emptied it.

When the bucket was empty, Tama used his words to ask for what he wanted. He said, "more sand". This was a clear and useful message. Tama was letting us know what he needed to keep his play going.

Tama then carried the bucket to the water trough. He poured the sand into the water and watched it sink. This changed the play from filling and emptying to testing what sand does in water. He was using his body, his tools, and his attention to explore a simple idea in a hands-on way.

What learning we noticed

Tama was practising repeated actions, filling, tipping, carrying, and pouring. Repeating the same action helped him notice what stayed the same and what changed. His words, "more sand", showed emerging communication as he named what he wanted.

We also noticed Tama beginning to build a working theory about sand and water. He did not just pour and move on. He watched the sand sink, which tells us he was paying attention to the result of his action.

Curriculum links

Mana aotūroa | Exploration: Tama used active exploration as he scooped, tipped, poured, and watched the sand in the water. He was learning through using his senses and testing what materials do.

Mana reo | Communication: Tama used a short phrase to express what he wanted when the bucket was empty. His words helped him continue his play.

Where to next / Responding

We can support Tama by keeping simple scooping and pouring tools available at the sandpit and water trough. We can use clear words alongside his play, such as full, empty, pour, sink, more, and again.

We will continue to notice what Tama does after he pours the sand into water. Does he repeat it, try a different container, or look for more sand? This will help us follow his thinking as he explores cause and effect.

Whānau link

You might notice Tama using similar ideas at home when he fills, tips, pours, or asks for more.

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.

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.

Learning Story

Zara was at the easel using her fingers to mix blue and yellow paint. As the colours changed, Zara noticed what was happening and said, “green!”

She then covered the whole page with paint and moved the paint onto her hands as well. Zara used her hands as part of the painting process, not just the brush or page. After painting her hands, she showed Mia.

What learning we noticed

Zara was testing what happens when two colours come together. She noticed the change and used a clear word to name it. This showed early thinking about colour mixing and cause and effect.

Zara also used her whole hand to explore the paint. She seemed comfortable using touch to find out what the paint could do on the paper and on her skin. Showing Mia her hands was a social moment too. Zara shared what she had made and drew another child’s attention to her discovery.

Curriculum links

EYLF Outcome 4: Children are confident and involved learners. Zara used her fingers to mix the paint, noticed the change, and kept adding paint across the page and onto her hands.

EYLF Outcome 5: Children are effective communicators. Zara used the word “green” to name what she saw, then showed Mia her painted hands to share the experience.

Where to next / Responding

We can keep offering safe finger painting and colour mixing experiences for Zara. We can place two colours side by side and give her time to mix, notice, and name what changes.

We can also support her language by using simple words during painting, such as mix, more, blue, yellow, green, wet, hand, and page. We will continue to notice whether Zara watches the colour change, names other colours, or shares her discoveries with peers again.

Family link

At home, Zara might enjoy simple colour mixing with water, paint, or food colouring where an adult can talk with her about what changes.

Learning Story

At mat time, Nikau stood at the front with Whaea Sue for Tūtira mai ngā iwi. He joined in by singing the first line loudly, then became quieter while he kept doing the actions. At the end of the waiata, Nikau clapped.

What learning we noticed

Nikau showed confidence by standing at the front with Whaea Sue. Singing the first line loudly showed he knew part of the waiata and was willing to use his voice in front of the group. When he went quiet, he still stayed with the waiata through the actions. This tells us Nikau could keep taking part in a way that worked for him in that moment.

Clapping at the end showed Nikau recognised the waiata had finished and joined in with the group rhythm and routine. He was using both voice and movement to be part of mat time.

Curriculum links

This links with Mana reo | Communication, as Nikau used singing, movement, and actions to express himself during a familiar waiata.

This also links with Mana whenua | Belonging, as Nikau joined a shared mat time routine with Whaea Sue and the group. Tūtira mai ngā iwi gave him a familiar way to connect through waiata and actions.

Where to next / Responding

We can keep offering Nikau chances to join waiata in different ways, such as singing, doing actions, clapping, or standing near a kaiako. We can notice whether he chooses to lead again, sings more of the waiata, or uses the actions to stay involved when he is not using his voice.

Whānau link

Whānau might like to share whether Nikau sings or does actions to favourite waiata at home.

Learning Story

Anika brought in a photo of her new baby brother and shared it with us at kai time. She showed everyone the photo and told us his name, Rafi. Later, Anika drew Rafi in her book.

This was a simple but meaningful way for Anika to bring her home life into the centre. She used the photo to share news about her whānau, named someone important to her, and then returned to the idea through drawing. Her drawing gave her another way to represent Rafi and keep telling us about him.

What learning we noticed

Anika was communicating about something personal and important. She shared information with the group and used both words and drawing to express her thinking. Moving from showing the photo to drawing Rafi suggests she was making a connection between a real person, an image, and her own marks on the page.

We also noticed Anika’s growing confidence to share her life with others in the learning setting. At kai time, she had a real audience, and she used that moment to include us in her family news.

Curriculum links

This links with Mana whenua | Belonging, as Anika was able to bring part of her whānau life into the centre and have it recognised here.

This also links with Mana reo | Communication, as Anika used language, a photo, and drawing to share meaning about Rafi.

Where to next / Responding

We can support Anika by giving her time and space to revisit this interest through drawing, talking, and family play if she chooses. We can notice the words she uses for Rafi and her family, and offer simple prompts such as asking who she has drawn or what Rafi is doing in her picture.

We will continue to make room for children to share family news in everyday routines, especially at kai time or small group times, where children can be listened to and see that their home life matters here.

Whānau link

It would be lovely to hear any family words, stories, or details about Rafi that Anika might like to share with us over time.

Learning Story

Grace worked with the marble run for nearly 40 minutes this morning. She began with two ramps and a funnel, but the marble kept falling off where the pieces joined. Grace tried using tape to hold the join, and when that did not solve the problem, she changed the position of the second ramp so it sat lower and underneath the first ramp.

That change made a difference. When the marble travelled through, Grace called out, "Look, it goes all the way now!" She then added a third ramp and placed a cup at the bottom to catch the marble. Grace was not just using the marble run as it was. She was testing how the ramps needed to sit, noticing what went wrong, and changing her design until it worked.

Harvey came over and wanted to add his car. Grace showed him where to put it at the top and explained, "not too fast or it flies off". Grace used what she had worked out and shared that idea with Harvey. They then took turns for the rest of the session.

What learning we noticed

Grace showed strong problem solving. She noticed the marble falling at the join, tried one idea, then changed the ramp position when the first idea did not work. She also showed persistence by staying with the challenge until the marble moved all the way through.

Grace used clear communication with Harvey. She explained where to place the car and gave a reason for going slowly. This showed that she was thinking about cause and effect, not just copying a pattern.

Curriculum links

EYLF Outcome 4: Children are confident and involved learners. Grace tested, adjusted and improved her marble run through play. She kept working with the problem and used what she noticed to make a new plan.

EYLF Outcome 5: Children are effective communicators. Grace used language to share her success and to explain her thinking to Harvey during the shared play.

Where to next / Responding

We can support Grace by offering more loose parts for ramps, tunnels and catch points, and by giving her time to test and change her own designs. We can use simple questions such as, "What do you think will happen if this ramp is higher?" or "How could we slow it down?" We will continue to notice how Grace plans, tests and explains her ideas when she is building.

Family link

Grace may enjoy testing rolling objects at home too, such as balls, cars or tubes, and talking about what makes them go faster or slower.

Learning Story

Tui, Rawiri and Sam built a hut using crates and a sheet. In the play, Tui took on the job of looking after the door. When someone came to the hut, Tui asked, "password please".

Sam answered with "banana", and Tui let him in. This small part of the play showed Tui adding a clear rule to the hut game and helping the group keep the pretend idea going.

What learning we noticed

Tui was using pretend play to organise the space and the roles within it. By being in charge of the door, Tui gave herself a clear part to play and used language to explain what needed to happen next.

We noticed Tui using social thinking too. She made a rule that others could follow, listened for Sam’s answer, and responded by letting him in. The password idea helped the group share a simple story together.

Curriculum links

This links with Mana reo | Communication, as Tui used words to set up and continue the pretend play. The phrase "password please" gave the game a clear structure and invited others to respond.

This also links with Mana tangata | Contribution, as Tui took responsibility for a role in the group play and helped others join in through the shared rule.

There is also a link with Mana aotūroa | Exploration, as Tui and the other children used crates and a sheet to create a new play space and build a working idea together.

Where to next / Responding

We can support this interest by offering time and space for hut building, with loose parts that children can move and arrange safely. We can listen for the rules and roles the children create, then support them to negotiate these with each other.

We will continue to notice how Tui uses language in pretend play, especially when she sets up roles, invites others in, or changes the rules of the game.

Whānau link

At home, whānau might notice Tui creating rules or roles in pretend games, such as door keepers, shops, houses, or secret places.

Learning Story

Sophie wrote her name on her drawing today. She formed the S backwards, and the rest of the letters in her name were in the right order. This showed us that Sophie is thinking carefully about the letters that belong to her name and is beginning to notice how each letter is formed.

After this, Sophie looked at the lunch box sign and copied the word KAI. Once she had written it, she asked what it spells. Sophie was not only copying the letters she could see, she was also trying to understand that print carries meaning.

What learning we noticed

Sophie is building her confidence as a writer. Writing her own name shows a strong connection to identity, and copying KAI from a sign shows she is noticing print in the environment and using it for her own writing. Her question tells us she wanted to make sense of the word, not just copy the shapes.

Curriculum links

EYLF Outcome 5: Children are effective communicators. Sophie used drawing, name writing, copied print, and a question to connect marks and letters with meaning.

EYLF Outcome 4: Children are confident and involved learners. Sophie noticed print around her, copied it, and followed up with a question to extend her own understanding.

Where to next / Responding

We can support Sophie by naming the letters and sounds in her own name during natural writing moments. We can also draw her attention to familiar words around the room, especially words connected to daily routines, and talk about what they mean.

We will continue to offer real reasons to write, such as naming drawings, making signs, labelling work, or copying words that matter to her. We can gently support the direction of the S through playful practice, without taking over her writing.

Family link

At home, Sophie might enjoy noticing names, labels, signs, or lunch box words and talking about what they say.

Learning Story

Jack sorted the bear counters by colour into the cups. After sorting, he lined up the red bears and counted them. Jack counted 8 red bears, then added 2 blue bears to the end of the line and said, “now it's ten”.

What learning we noticed

Jack used sorting, counting and adding in one clear sequence. He noticed the colours, organised the bears into groups, counted the red bears, and then changed the set by adding two more. When Jack said, “now it's ten”, he showed that he was thinking about the total, not just naming the colours or counting by rote.

This was a useful number moment. Jack was working with one-to-one counting as he lined up the bears, and he was beginning to combine quantities to make a new amount. Adding 2 blue bears onto 8 red bears showed early addition thinking in a hands-on way.

Curriculum links

EYLF Outcome 4: Children are confident and involved learners. Jack sorted, counted, organised and solved a number problem using the bear counters.

EYLF Outcome 5: Children are effective communicators. Jack used words to share his mathematical thinking when he explained that the total had become ten.

Where to next / Responding

We can continue to offer small counting materials so Jack can sort, line up, count and combine groups in different ways. We can support his thinking with simple prompts such as, “How many are there now?” or “What could we add to make ten?”

We will continue to notice how Jack counts sets, whether he checks the total after adding more, and what number strategies he uses when the groups are changed.

Family link

At home, Jack might like simple number games using everyday items, such as counting fruit pieces, blocks, cars or pegs, then adding a few more to see the new total.

Learning Story

At drop off, Liam was quiet. His dad shared that Mum is in hospital. During the morning, Liam stayed close to the drawing table and drew a house with four people and a bed. When he talked about his drawing, Liam said, "that's mum sleeping".

Later in the morning, Liam joined the ball game with Oliver. After beginning the day quietly, Liam found a way to be near his ideas and feelings through drawing, and then moved into play with a peer when he was ready.

What learning we noticed

Liam used drawing to show something important from his life. The house, the four people, and the bed gave him a way to make sense of Mum being in hospital without needing a long conversation. His words helped us understand the meaning in his picture.

We also noticed Liam moving between quiet, individual play and social play. Joining Oliver in the ball game showed that Liam could reconnect with a familiar routine and another child after a quieter start to the day.

Curriculum links

EYLF Outcome 1: Children have a strong sense of identity. Liam brought his family experience into his drawing and shared what the picture meant to him.

EYLF Outcome 3: Children have a strong sense of wellbeing. Liam seemed to use the drawing table as a calm place in the morning, then joined in play when he was ready.

EYLF Outcome 5: Children are effective communicators. Liam used both drawing and words to communicate his thinking about Mum sleeping.

Where to next / Responding

We can keep offering Liam quiet spaces and open-ended drawing materials, especially during morning arrivals. We can sit nearby, notice his drawings, and give him time to talk if he chooses.

We will continue to watch how Liam settles at drop off, how he uses drawing to share ideas, and how he reconnects with peers during the day. We can also support his connection with Oliver through simple ball games and small group play.

Family link

At home, Liam’s family might notice whether he is using drawing, play, or quiet time to think about Mum and hospital.