Twenty-sixth International Conference on Learning

Abstract

This qualitative study examined whether the influence of Learning Stories, a narrative formative assessment approach, impacts relationships and learning for low-income, underrepresented young children who are homeless, living in transitional housing, or at risk for stable housing. The research project focused on relationships, teacher and parent collaboration, and the theoretical framework of Ghosts and Angels in the Nursery as a lens to understand how early childhood memories can impact child rearing practices and influence adult and child interactions. Learning Stories is an innovative, formative assessment approach which offers educators and parents the opportunity to partner in the education of young children through the sharing of written stories describing children’s learning experiences. Educators have found the value of family voice as integral to the assessment process as teachers engage with families to understand and honor their unique perspective. The Learning Stories serve both as a guide and tangible artifact documenting the child’s learning experiences through teacher analysis and reflection. The study Research findings included the following themes: individual development of children; children addressed directly and viewed as important; attention on positive attributes of the children rather than deficits; open communication occurred between educators and parents; teachers show deep care for children; parents’ care of children; and, teachers’ thoughtful reflection about children’s learning experiences. Research findings reveal Learning Stories, a narrative formative assessment approach provides opportunities that influence positive teacher, child, parent, and family relationships.