The following framework from Wendy Lee & Margaret Carr (2012) is also helpful :


  • The Educator notices learner’s engagement or interest in something:
  • What is encouraging or interesting a child in this episode?
  • What are they trying to master, learn, achieve or explore?
  • What actions or behaviours did you notice?
  • Does this link to anything you have noticed before for this child?
  • Was there another child or adult involved and if so, what was their role?


  • The educator recognises what learning is taking place for the child:
  • What learning happened here?
  • What learning is valued here?
  • What were the key points to the story? Why?
  • What is significant for you? For the child? For others?
  • What links can be made to past instances of learning?
  • Does the child have anything to say about importance of what has occurred here?
  • What does the learner’s family recognise here?
  • What have you learned?


The educator responds to and extends the learning:

  • Are there possibilities or opportunities for further learning?
  • What might the child’s own goal be here?
  • Are there any resources, strategies or experiences the educator can introduce to support the learning?
  • Are there opportunities to nurture the children’s dispositions?
  • What is the adult’s role here?
  • Does the response encourage self-motivation?


How can educators work effectively with children to record learning in ways that are accessible and meaningful to everyone involved?


Is there a way for educators to document learning that promotes learners’ enthusiasm for revisiting it?


How can children and adults (educators and families) reflect to co-construct meaning about their identities as learners?

Early Childhood Ireland

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