![Learning stories are individual to the child and their family, and rely on practitioners tuning in to them](/media/iwilc3zz/img_6674.jpg?width=1002&height=668&bgcolor=White&v=1da6118430dacd0)
Guildford Nursery School has a long tradition of documenting children’s learning, and while we use an online tracking tool (Di Chilvers’ Development Map), we have always maintained paper Learning Journeys, as we feel they are more accessible for children.
The children love looking at and sharing their Learning Journeys; it is their go-to book, especially when they are feeling less secure. However, we wondered about the purpose and audience of these written observations.
We wanted to ensure that our documentation of children’s learning and development reflected our Froebelian principles of ‘valuing the holistic nature of development and the uniqueness of every child’s capacity and potential’ (Flewitt R and Cowan K, 2020). We also wanted to make sure that our documentation was equally useful and meaningful to the children, the parents and the staff.
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