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My Learning Journey Profile Book Name: Ben Date of Birth: 1 April 2005 Key Person: Mandy

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Page 1: My Learning Journey Profile Book - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/tlr/files/downloads/pdf/e71b6f360355e2eb... · Your child’s Learning Journey Your child’s Learning

My Learning Journey

Profile Book

Name: Ben

Date of Birth: 1 April 2005

Key Person: Mandy

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Information for mothers and fathers

Your child’s Learning Journey Your child’s Learning Journey book celebrates his/her experiences. Over time it will tell a story about your child – his/her learning, friends and the activities he or she enjoys sharing with others.

Staff watch and notice each child at play because it helps us to understand and support their individual well-being and development. We really get to know the children as unique people with special skills, interests and ideas. The more we understand about your special child, the better we can support them in the way that is right for them.

The child’s key person and family work together. We value parents and carers taking the profile book home and sharing in their child’s learning. We welcome you talking with your child about the book, sticking in family photographs or other things of significance for your child. You and your child can also take the book to any other settings or important people to share or add to.

Please feel welcome to join us in watching out for and noting new things. So much happens so quickly! When you tell us about your child a clearer picture unfolds and together we can plan more effectively to help the learning on. We can share pleasure and excitement in their learning.

We will regularly look through the book with your child to remind us of happy times, providing a starting point for talk about shared memories. When children are ready, they can also choose to put things that are important to them in their book.

Though it is mainly kept here it belongs to you and your child.

The Learning Journey profile book will include:

Photographs These capture moments and sequences of your child’s activity, their interests and explorations. You can add some of your own from home. Sometimes we will write down exactly what your child says about the photographs, so we know your child’s point of view. This is also an accurate record of language development.

Observations These are quick notes of significant moments we notice in your child’s learning.

Your child’s creations These could be photos of models, photos of their role-play, marks they have made, art-making – with an observation to explain what your child did or said

Learning Story Episodes These special detailed observations give snapshots of learning that the children have initiated themselves, and adults go on to think about the learning and how to respond specifically to the child’s way of thinking and doing things.

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Photos from home

Pictures of important people and things at home will help your child to feel secure in making the link from home to nursery. Please feel free to add any photos here, or throughout the book.

Parents could write down the names of family members or friends pictured in the photos and we will then be able to talk with your child about things that matter to them.

This is Ben when he was two, with his sister Megan and dad.

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Ben alongside his sister, inventing dragon stories.

There are 4 dragons, 2 for each player. All the dragons have superhero powers, so they can survive through starvation, thirst, fire and cold.

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Extract, My Learning Story (2009) Miller. K. © Shropshire Local Authority. Used with kind permission.

Learning story Name: Ben Carpenter Date: Nov 2008

Personal, Social and Emotional Development Dispositions and Attitudes Social Development Emotional Development Communication Language and Literacy Communication and Thinking Linking Sounds and Letters Reading Writing Problem Solving, Reasoning and Numeracy Numbers Calculating Space, shape, Measures Physical Dev. Knowledge and Understanding of the World Creative Dev. Competent Learner Making connections Being creative Being imaginative Representing Skilful Communicator Being together Finding a voice Making meaning Listening and responding

What do you think about this? (What might the child be thinking? What learning and development might this show?) Popular culture influencing play – Ben is working out good and bad – moral values, exploring emotions and feelings and justice. EYFS link: Development Matters Use talk to connect ideas, explain what is happening (CLL 30–50) Engages in representational play (CD 22–36)

What next? What experiences or opportunities can we

provide to support the learning?

Stories which deal with the big, meaningful/philosophical questions, e.g. Elmer, Dogger, etc. and fairy stories. Look for areas to stimulate his interest – St George and the dragon? Adult interaction: How do I need to be with this child? Join in his play, following his lead. Encourage him to talk through what he is thinking.

What did the child do?

(Observation, photos, notes)

Ben always starts his play with trio of small world animals. He lines up dinosaurs, finds ‘hammerhead sharks’ – he’s knowledgeable – can name many.

He finds a small dog, a fox and a wolf. “This is a good fox, this wolf is bad.” I join in the play as he directs me too – “the puppy walks by and the wolf tries to eat him.” I move the puppy and he manipulates the wolf to attack it, then makes the fox leap onto the wolf and wrestle with him – “cause the fox is good – the wolf is bad”. “The wolf is naughty – he killed his family. On Aslan there was a wolf – the lion Aslan touched him and then he runned away.”

Dispositions and Attitudes

Confidence

Showing preferences

Interest

Curiosity

Motivation

Independence

Involvement

Persistence

Excitement

Initiating ideas

Creating

Concentration

Attention

Assertive

Showing

satisfaction

Sense of self

Sense of

achievement

Respect for

others

Flexibility

Trusting

Joining in

Sharing

Interacting

Taking risks

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A parent’s story

child’s name Ben Carpenter date Oct 2008

What do you think? What is your child interested in, or thinking or learning about?

Ben is interested in things moving in space, the directions as he turns and throws his sword sideways and up and down.

(trajectory schema?)

Ben is practising the same things over and over until he is really confident.

What next?

How can this be built on, at home or in your child’s setting? You could talk this over with

your child’s key person

Allow and encourage Ben’s movements. Ensure Ben has materials to explore that

he can access readily and that fit his current exploration.

Take photos of Ben’s play, and talk with him about what he is doing.

What happened?

Observe your child at play. What did your child do, or say? You could include a photo. Then you could talk over what you noticed with your child’s key person, think together about the other sections of this page.

At home Ben is preoccupied with ‘stick play’. Using sticks to beat and throw and draw with, and as swords for play fighting. He invites everyone in the family to ‘play fight’ constantly.

Ben loves pirates. If he has nobody to play with, he creates sword fighting stories with his playmobil characters. He has made a cardboard pirate boat with his sister, and has a pirate outfit to wear. His sister made him a cardboard sword which is his favourite thing to play with.

He often requests the video ‘Pirates of the Caribbean’. He imitates the sword fights in the film, and he now throws and catches his twirling sword by the hands – he practices this over and over. He tells everyone at home that he is Captain Jack Sparrow, not Ben anymore.

Did you notice your child showing any of these? Circle or highlight any below: Confidence Expressing preferences Interest Curiosity Motivation Independence Involvement Persistence Excitement Initiating ideas Creating Concentration Attention Assertive Showing satisfaction Sense of self Sense of achievement Respect for others Flexibility Trusting Joining in Sharing Interacting Taking risks

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Spring term

Nursery – Schemas and stories unite

Enabling environments: forest school as the context for Ben’s emerging story ideas.

Ben’s story 1

“We were fighting bad guys and dragons with sticks. Louis’ was a bow and arrow. Mine was a sword.”

Revisiting trajectory schema with weapons, repeating horizontal movements against the tree trunk together with like-minded others.

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Ben’s story 2

“There was the lion, there was the dark. It was a game. It was very dark and I runned out of my

house and there was a bad lion and I was scared…and I runned quickly into the house”

(Enclosure/Horizontal schema).

Forest School is an ideal setting for Ben to make stories, tied in with being physically active.

Dispositions to learn: showing preferences, initiating ideas, interacting and joining in.

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Ben’s story 3

“That’s the big beast, that’s the bow and arrow…it’s broken! That’s a rock, but it’s not bigger than the beast”.

In story-making Ben makes constant references to ‘bigness’. He also explores being big through climbing and standing on earth mounds or enormous tree trunks.

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Story-making, solving problems and movement

The nursery class has been asked to make a mural for a local community centre on the theme of St George and the dragon; much historical, magical storytelling unfolds. The story of St George and the Dragon is introduced to Ben. This links back to the autumn term observation, to introduce stories to stimulate meaningful questioning.

Ben’s story 4

“I’m just tying this to trap the dragon”.

He introduces a dilemma through dramatic narrative.

“What if a policeman came and put him in a cage?...It could be a good dragon. What about a nice dragon – we could let him out next time.”

Ben decides that is it unfair to trap good dragons and that when he returns to Forest School next week, he will let him out. This important idea is shared at home.

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Ben’s story 5

“Why has that tree broken down?...I think a big dragon knocked it off.”

Interpretation: Ben is asking questions and understands that stories are a way of explaining things in the real world.

“I’ve drawn a dragon” March 2009

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The nursery visited a castle which became a shared inspiration for the mural. The nursery atmosphere was of utter enthusiasm as the children continued to be highly motivated to learn more about this ancient world and ponder on what it meant to them. The children were involved in role-play and story ideas.

Images of castles, knights, princesses, dragons and St George covered the nursery walls. These added to Ben’s inspiration for his creations.

A photo of Ben drawing St George and the Dragon.

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Ben’s crayon-and-dye cloth flag.

“This is St. George and his sword”

Later Ben says, “He can throw (his sword) up and down and he can put his sword in his scabbard.”

Ben’s story 6

At nursery Ben is role-playing with Luke.

Ben: “Come on, I’m fighting the Dragon!”

Luke: “Quick. There’s a dragon behind me!”

Ben: “OK. I’ll get it! I’m a dragon knight and I puff and I puff and all the fire comes out.”

Luke: “and I’m a big boy knight.”

Ben: “and I’m pretending my sword is still in my belt.”

Luke: “I haven’t got a belt.”

Ben: “It’s to fight dragons….If there’s a dragon in its home, in its cave then I fight it…’cos that’s what I do!”

Luke finds binoculars.

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Luke: “I’m looking for dragons…look there’s one.” Shows Ben.

Ben cuts the dragon down with his sword.

Ben: “I’m changing now. I’m a rocket knight and a dragon knight…I’m the rocket one in the night….Now I’m just a knight.”

Ben is learning to construct a narrative through building on the ideas of other’s. He takes turns to lead the direction that the story takes. He knows how to move in and out of roles, to keep the story moving and make the action more intense.

From home: Ben likes playing dragons, with the new idea of fire. He has asked to bring his dragon

costume into nursery.

Acting out a story in the forest Ben spent the morning dressed as Red Riding Hood with Louis as the woodcutter and Boo as the grandmother. Together they used all of forest school, moving into different places.

Ben said:

“We played the story. Louis said, ‘I’m really excited.’

“We found a bag with a red clock and a basket and an axe…It was the Little Red Riding Hood story. I was Little Red Riding Hood, Mrs Richards was the wolf, Charlie was the mummy, Boo was the granny, Angus was the wolf too. Louis was the axeman.”

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Childminder

Knowledge of dragon characteristics appears also in painting at his childminder’s session. May 2009.

Ben and Angus discuss this dragon painting together at their childminder’s session.

Ben: “It’s a dragon in a cave…and patterns.”

Angus: “Dragons don’t have patterns in their cave.”

Ben: “My dragon does.”

Angus: “It doesn’t have wings.”

Ben: “Some dragons don’t have wings to travel.”

Angus: “All dragons can fly.”

Ben: “Well some do this”.

Ben imitates a dragon galumphing along.

Ben: “It’s called George and the Dragon.”

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Home

Ben likes to ask different children to join him on the trampoline. He says, “It makes me bounce more and I fall over but I don’t hurt myself.”

He then uses superhero figures, three at a time to bounce them using his own body weight to see which one will “bounce” the best. “I wanted to find who was the highest. If you don’t see it, you have to do it again”.

Ben lines up his action figures. Which one will bounce highest?

“Spiderman bounced the highest cause he bounced bigger”

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He begins using the slide, dropping wheeled toys and soft toys down, watching for speed and tumbling movements at its base. All tumbles are different, unexpected and funny. There is a flurry of activity over several days where it is difficult to distract Ben from his play, even to eat. He throws his ‘parachute man’ out of the bedroom window and from the trampoline platform. He chases huge bubbles across the garden from the sword bubble-maker, he bounces several different-sized balls down the corridor, watching again for the biggest bounce. He is drawn to the magnetic darts board game, having difficulty in sharing it with others.

“Does my cape blow up?” He asks constantly as he slides down himself. Ben creates a downhill track over an afternoon, using varied shaped cars and trucks. There is much running, jumping and total concentration for hours.

Ben uses different-sized vehicles down the slope.

“I was rolling it down. I was pretending it was the hill to see if it was the fastest. The little mini car was.”

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Ben builds a ramp using various materials to hand in the garden, readjusting them to find the fastest.

Interpretation:

Ben is trying trajectories in new places with new materials and weights. He is thinking about speed and comparing how weights affect trajectory and testing out his ideas.

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Childminder

On a walk to a river bank, Ben said,

“The ground is heavy. That’s why the wind can’t pick it up. Otherwise we’d all go up to God”

Later while looking for old china on the river bank,

“Do you know? God buried treasure here.”

Interpretation.

Ben is thinking about the force of gravity (like how he has investigated forces through weight and

movement in a trajectory schema?) and linking it to thinking about bigger questions.

It’s my painting of forest school. I was jumping in the wood and then there was little baby footprints and…there was big daddy footprints and there was King Kong’s baby and he was left alone….and there was a big dinosaur. There was a big cave for King Kong and his baby, and then another dinosaur…it tried to fight…there was a little girl, she was watching. The dinosaur was trying to kill King Kong but King Kong was a little bit bigger. The dinosaur….two of the dinosaurs got into a big net and King Kong and the girl….then the baby King Kong falled down!

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For Ben now we need to:

Ensure he has time to develop and extend his narratives through role-play with others. Positive Relationships

Ensure that he has materials to explore that are accessible and relevant to his present mindset. Enabling Environments

Record the process of his learning through, anecdotes, photographs* and

audio recorders to help him reflect on his discoveries. Unique Child

Listen and talk to him about them. Positive Relationships

Provide space that affords open opportunities to exercise the imagination, slopes, trampoline and trees (Forest School). Enabling Environments

Allow and encourage movement. Enabling Environments

Recognise the dispositions he displays by reflecting on his learning moments and share these with him and his educators. Unique Child

Encourage Ben to make transformations in his thinking by supporting him to make use of various media used to represent ideas such as access to mark making, modelling and role-play props. Slopes, wheels, balls, slides, ramps, etc. Learning and Development

*Being immersed in stories, texts, photographs and talk are all part of this learning.

Children will begin to recognise, construct and use these to support further learning,

being prompted through their record of personal memories and experiences.

This story of Ben, aged 3 becoming 4 during the time period of the profile, contains traces of his experiences at home, at nursery and with his childminder. This version is an extract from the documentation and interpretations developed by Rosanne Pugh. My Learning Journey Profile Book by Pugh. R. including Learning Story by Miller. K. (2009) © Pugh. R. Used with kind permission.