Each child will have their own unique learning journey through the IEYC. How children learn and develop will depend on the IEYC units of learning that are implemented, and children’s own interests. Whilst each IEYC unit clearly states what children will experience and learn about in each unit, it is important that child-initiated learning is also taken into consideration. For example, an IEYC activity may include several Learning Strand experiences, but a child may extend this learning because of his/her own enquiry. Similarly, a child may need additional support and this will involve experiences provided in additional Learning Strands. Therefore, records of learning should include both the learning experiences children have gained through planned IEYC activities and children’s spontaneous enquiry. No one piece of evidence is suf cient to evaluate individual learning and development; children’s learning and development should be evaluated over a period of time. Children need opportunities to gain and use knowledge in different contexts and apply skills in new ways before learning becomes secure.

Records of learning can take many forms. For example, digital uploads capturing learning in action, individual learning pro les or commercial tools. Regardless of the system used, the IEYC considers it important that evaluation and assessment of learning should be ongoing and underpinned by IEYC Learning Principle 7: Ongoing assessment, in the form of evaluation and re ection, is effective when it involves a learning-link with the home.