PRACTICUM YEAR 2D 2014AN ESSAY DISCUSSING MY CONTRIBUTION TO LEARNING STORIES AS FORMATIVE ASSESSMENT AT GLENVIEW KINDYTeachers at Glenview Kindy use the learning story as an assessment tool to document and indicate learning and children's development. Learning stories form an integral part of the formative assessment process where teachers analyze learning stories and use this information to plan future direction to improve, extend and strengthen children's learning and development. Furthermore, the Ministry of Education (MOE), (1996) states that formative assessment also informs the planning and evolution of the centre's programme. My contribution to story learning involves using the cycle of noticing, recognizing and responding, attending center meetings, informal discussions with teachers about children's needs and strengths. This essay will further focus and discuss my contributions to the formative learning process of story development at my studio, Glenview Kindy. While working with children I notice what they are doing, how they feel and how they interact with other children and adults around. They. MOE, (2004) states that teachers notice many attributes that the child demonstrates and expresses when working with children. I visually observe their behavior, personality traits and habits and begin to learn about their dispositions and abilities. I notice this by listening to their conversations and the ideas they express with their words. An example is when I am making paper airplanes with a child, I noticed that he prefers a particular type of airplane and always asks teachers to make it for him. I've also noticed that he gets frustrated when I say I'll help him make the plane, but I won't do it for him. However I also noticed in......middle of paper......cation. (2004). Kei Tua or te Pae. Assessment for learning: Early childhood examples. Wellington, New Zealand: Learning Media. Ministry of Education. (2009). Te whatu pokeka. Kaupap Māori assessment for learning. Examples from early childhood. Wellington, New Zealand: Learning Media Limited.Rose. J. and Rogers, S. (2012). The role of the adult in early childhood contexts. Maidenhead, Berkshire, England SL6 2QL: Open University Press.Stonehouse., A & Gonzalez-Mena, Janet. (2004). Create connections. A collaborative approach to planning and practice in early childhood services. New South Wales, 2154, Australia: Pademelon Press.Thornton., L & Brunton, S. (2005). Understanding the Reggio Calabria approach. London W4 5TF: David Fulton Publishers.Thornton., L & Brunton, Pat. (2007). Bring the Reggio Emilia approach into your early years practice. Abingdon, Oxon OX14 4RN, England: Routledge.