EYLF learning story examples, from the quick note to the finished story.

The note is what an educator might scribble on a sticky note or say into their phone in the moment. The story is what it becomes, in full sentences a family can read. Then comes the learning: the EYLF V2.0 outcome and key component in the framework's own words, and a sentence on why the moment fits. Last is where to next, with one question for the family.

That is the assessment and planning cycle on one page: you observed, you worked out what it shows, and you planned a response. Nothing more is needed for a story to be useful.

The note: "Morning tea. Isla pointed at the banana, looked at me, said 'ba'. I said 'banana?' and she bounced and clapped. Gave her a piece. Pointed at her cup next, 'ba' again."

The story: At morning tea Isla pointed at the banana, looked up at her educator and said, "ba". When the educator answered, "Banana?", Isla bounced in her seat and clapped. She ate her piece, then pointed at her cup and said "ba" again, watching to see what would happen.

The learning: EYLF Outcome 5: Children are effective communicators, "Children interact verbally and non-verbally with others for a range of purposes" (5.1). Isla used pointing, eye contact and a sound together to ask for what she wanted, then waited for an answer. She is learning that communication goes both ways.

Where to next: name what Isla points to and pause so she can take a turn, and offer two choices at meals so she has a reason to ask. For the family: what does Isla point to or ask for at home, and what sounds does she use?

The note: "Water trough. Arjun poured the jug into the funnel over and over, watched it run out the bottom, put his hand under to catch it. Said 'gone'. Then tried the cup, looked underneath it."

The story: Arjun spent a long time at the water trough today. He poured water from the jug into the funnel again and again, watching it run out the bottom, then held his hand underneath to catch it. "Gone," he said, when the jug was empty. Next he poured into a cup and bent down to look underneath, checking whether the water would come out there too.

The learning: EYLF Outcome 4: Children are confident and involved learners, "Children develop a range of learning and thinking skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating" (4.2). Arjun repeated an action to see whether the result stayed the same, then tested his idea on a different container. That is experimenting.

Where to next: add a sieve, a tube and a bottle with a hole to the trough, and use the words full, empty, through and under while he plays. For the family: does Arjun like pouring and tipping in the bath or at the sink?

The note: "Lunch. Mia served her own rice with the big spoon, some went on the table. 'Uh oh.' Got the cloth from the shelf by herself and wiped it. 'I did it.'"

The story: At lunch Mia served her own rice with the big serving spoon. Some landed on the table. "Uh oh," she said, then climbed down, took the cloth from the shelf and wiped the table herself. She looked up and said, "I did it."

The learning: EYLF Outcome 1: Children have a strong sense of identity, "Children develop their emerging autonomy, inter-dependence, resilience and agency" (1.2). Mia chose to serve herself, dealt with a spill without waiting for help and was proud of it. She knows where things are kept and that she is trusted to use them.

Where to next: keep the cloths and a small jug where Mia can reach them, and invite her to help set the table. For the family: what does Mia like to do by herself at home?

The note: "After rain, snail on the path. Noah: 'Don't step on him!' Put three sticks around it, told Ava and Sam to walk around. Carried it to the garden bed on a leaf. 'He lives here.'"

The story: After the rain Noah found a snail in the middle of the path. "Don't step on him!" he called. He laid three sticks around the snail and told Ava and Sam to walk around. Then he slid a leaf under the snail, carried it to the garden bed and set it down. "He lives here," he said.

The learning: EYLF Outcome 2: Children are connected with and contribute to their world, "Children become socially responsible and show respect for the environment" (2.4). Noah noticed a living thing at risk, made a plan to protect it and asked his friends to help. He showed care for the natural world and for how his group shares the space.

Where to next: look for snails and other small creatures in the garden with Noah after the next rain, and ask the group what else in our yard needs looking after. For the family: does Noah notice insects and animals when you are out together?

The note: "Obstacle course. Chloe stopped at the beam: 'I can't.' Watched Eli go across. Asked to hold one of my fingers. Third go she let go for the last two steps and jumped off. 'I did the whole thing!'"

The story: Chloe stopped when she reached the balance beam on the obstacle course. "I can't," she said. She watched Eli walk across, then asked to hold one of her educator's fingers and tried it. On her third go she let go for the last two steps and jumped off the end. "I did the whole thing!"

The learning: EYLF Outcome 3: Children have a strong sense of wellbeing, "Children become strong in their physical learning and wellbeing" (3.2). Chloe worked on her balance and judged for herself how much help she needed, a little less each time. Coming back for a third try also shows persistence, which is why this story adds a second link: EYLF Outcome 4: Children are confident and involved learners, "Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity" (4.1).

Where to next: leave the beam out this week and add a lower plank beside it, so Chloe can choose her own challenge. For the family: what is Chloe proud of being able to do with her body at the moment?

The note: "Home corner. Ethan wrote a shopping list: M for milk, drew four eggs and counted '1, 2, 3, 4', wrote a 4 next to them. Read it to Ava: 'Milk and four eggs.'"

The story: Ethan decided the home corner needed a shopping list. He wrote an M for milk, drew four eggs, counted them, "1, 2, 3, 4", and wrote a 4 beside them. Then he held the list up and read it to Ava: "Milk and four eggs."

The learning: EYLF Outcome 5: Children are effective communicators, "Children begin to understand how symbols and pattern systems work" (5.4). Ethan used a letter, a drawing and a numeral to carry meaning, and read them back to a friend. He understands that marks on paper can stand for words and amounts.

Where to next: add notepads, pencils and shop catalogues to the home corner, and write a real shopping list with Ethan before the next cooking experience. For the family: does Ethan like to help write lists or notes at home?

Each one is a single moment, not a summary of the week. The child's own words are kept exactly as they were said. The outcome is named in full and explained by what the child did, so a family, a colleague or an assessor can see why it fits. And each ends with something an educator will actually do, plus one question a family can answer.

None of them claims more than two outcomes. A story that links all five says less, not more.

The note is the part only you can write. Type it into the box on this page and StoryLoop drafts the learning story with the EYLF V2.0 outcomes the moment shows, where to next and a family link, keeping the child's words exactly as you wrote them. Use a first name only, and check every word before anything is shared.