What you'll learn

We support young children’s curiosities, emotional intelligences, and communication with their peers, but do we model such behavior? Do we express our gratitude, wonder, and discoveries with our peers, with other adults, for the children to witness?

Learning Stories about familiar adults are a powerful way for children to see teachers practicing what they preach, walking the walk!

As Early Childhood Educators, we are well versed at speaking emotionally, thoughtfully, and openly with our children. However, communicating with the same clarity, emotion, and wonder with adults can be more difficult.

We often get nervous to show gratitude for a deeply moving gesture. We can feel vulnerable and anxious when expressing personal emotions, individual wonders, and eye-opening lessons to other adults. These feelings are messengers, and the message is that such communication is important work.

We encourage dispositions such as curiosity, gratitude, communication and wonder with our children, but do we model such behavior?

Learning Stories provide us opportunities to talk the talk as well as walk the walk. Writing Learning Stories about our colleagues, our children’s family members, caretakers, and other adults in ECE lives can deepen all of our relationships and enrich all of our learning experiences in our classrooms, schools, and communities.

Sharing these Learning Stories with the children gives them opportunities to witness their teachers walking the walk.

Certificate available at completion.

Your instructor

Senior Instructor Zachary Bernstein

My name is Zachary J. Bernstein, and I love to make unheard voices heard. This statement is my life’s purpose.

The bulk of my teaching experience over the last 21 years has been in Early Childhood Education and at a community college. I love writing stories because stories ask questions and these questions make connections.

My adventures in ECE show me that the more we bring Learning Stories to life, the more we make our children’s voices, our families’ voices, our communities voices, and our (educators’) voices heard.