One of the most important aspects of early childhood educators' professional practice is making learning visible.

Throughout the day, ECEs observe, listen, document, reflect, and make decisions based on what they are noticing in children's play, interactions, interests, and development. Communicating with families is part of this process. It provides an opportunity to share not only what happened during the day, but also what ECEs are noticing, wondering about, and supporting through their practice.

This can sometimes be challenging because children's learning does not always look the way people expect. A child balancing on a log, building the same structure for three days in a row, or repeatedly asking questions about bugs may appear to be “just play,” but ECEs know how to identify, support, and extend the learning that is happening through this play.

When families understand the thinking behind what early childhood educators observe and document, conversations become richer and a deeper understanding of children's learning can develop.

Moving Beyond Activities

A helpful question to ask when communicating with families is:

What learning, development, or thinking was taking place during this experience?

For example:

Instead of:
"Today the children explored loose parts."

Consider:
"Children experimented with different ways to combine materials, tested ideas, adjusted their plans, and worked collaboratively to solve problems."

Instead of:
"Your child spent most of the morning building with blocks."

Consider:
"Your child returned to the same structure several times, making changes and solving challenges along the way. This persistence demonstrates developing problem-solving skills and an ability to work through frustration."

Instead of:
"The children played in the dramatic play area."

Consider:
"Children negotiated roles, shared ideas, used language to express their thinking, and collaborated to create shared play experiences."

Instead of:
"We spent time outside today."

Consider:
"Children challenged themselves physically through climbing, balancing, and navigating uneven surfaces while assessing risk, building confidence, and developing coordination."

Instead of:
"Your child helped a friend."

Consider:
"Your child noticed another child needed support and responded independently. These moments provide insight into emerging empathy, social awareness, and relationship-building skills."

Instead of:
"The children asked a lot of questions today."

Consider:
"Children were developing theories, testing ideas, and seeking information as they explored topics that captured their interest."

Making Professional Practice Visible

Families often see the final product of an experience: a painting, a photograph, a craft, or a brief note about the day.

What is less visible is the professional practice behind those moments. Early childhood educators are continuously observing, interpreting, responding, adapting environments, extending learning opportunities, and building relationships that support children's growth and development.

Communicating learning helps families understand not only what children are doing, but also how ECEs support that learning every day.

When ECEs share their observations and interpretations, they help make an important part of their professional practice visible. This can strengthen family understanding of early learning and child care and create opportunities for more meaningful conversations about children's experiences, interests, and development.

By communicating the learning behind everyday experiences, ECEs help families see the expertise, knowledge, and professional judgement that inform their work. These conversations contribute to a broader understanding of the important role early childhood educators play in supporting children, families, and communities.

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