













































0BShared Voices: A Pathway to Strengthen Relationships with Homeless Young Children and Families


Volume 2, Issue 1 
2018 

Allies for Education 2018, 1, 2 
https://journals.library.csuci.edu/ojs/index.php/afe 

 
Shared Voices: A Pathway to Strengthen 
Relationships with Homeless Young Children and 
Families 

 
Annie White 
Assistant Professor, Early Childhood Studies 
CSU Channel Islands 
 

This qualitative study examined whether the influence of Learning Stories, a narrative assessment 
approach, impacts relationships for low-income, underrepresented young children who are homeless, 
living in transitional housing, or at risk for stable housing as a means to support healthy development. 
The project focused on relationships, parent and teacher collaboration, and the theoretical framework 
of Ghosts and Angels in the Nursery as a lens to understand how childhood memories can impact child 
rearing practices and influence adult and child interactions (Lieberman, Padrón, Van Horn, & Harris, 
2005). 

Findings included the following themes: a) individual development of children; b) children addressed 
directly and viewed as important; c) attention on positive attributes of the children rather than deficits; 
d) open communication occurred between educators and parents; e) teachers show deep care for 
children; f) parents’ care of children; and g) teachers’ deeper reflection about children’s learning 
experiences. Research findings reveal Learning Stories, a narrative formative assessment approach, 
provides opportunities that influence positive educator and child, parent and family relationships. 

Introduction 
Positive relationships are critical to fostering the healthy development of very young children 
(Thompson, Meyer, & McGinley, 2006); however, young children who are homeless may be in jeopardy 
of not experiencing trusting, caring relationships. It is uncertain if building secure relationships can 
impact development and growth for low-income, underrepresented young children who are homeless, 
living in transitional housing, or at risk for stable housing. The objective of this qualitative study was to 
examine whether the influence of Learning Stories, a narrative assessment approach, impacts 
relationships as a pathway to support the healthy development of young children. This study examined 
the influence of the Learning Stories assessment approach to document children’s learning and its 
impact on the interactions and relationships among teachers, parents, and children. 



Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

The Learning Stories method was developed in New Zealand and is used as the primary early childhood 
education formative assessment (Carr, 2001). This method includes documenting children’s learning 
experiences with written observations through a storytelling format, directed to the child in first person 
narrative. This unique approach helps teachers write observations as “stories” which are written directly 
to the child instead of about the child (Carr, 2001; Carr & Lee, 2012). Instead of teachers writing 
anecdotal observations of children’s developmental progress, teachers write observations as stories to 
the child about children’s learning and growth (Carr, 2001; Carr & Lee, 2012). Learning Stories was 
examined to explore ways teachers and parents create and share written observations to build positive 
relationships. 

Parents are involved in constructing Learning Stories and are encouraged to write responses back to 
their child regarding the “story” the teacher wrote about their child’s learning in a classroom setting. 
Parents also write their own “stories” to capture children’s learning through writing about their lived 
experiences and connecting home to school experiences. Learning Stories is an innovative assessment 
approach which offers educators and parents the opportunity to partner in the education of young 
children through the sharing of written stories describing children’s learning experiences. Educators 
have found the value of family voice as integral to the assessment process as teachers engage with 
families to understand and honor their unique perspective. The Learning Stories serve both as a guide 
and tangible artifact documenting the child’s learning experiences through teacher analysis and 
reflection.  

Learning from one another, families and teachers deepen their understanding of the child, and identify 
possibilities to support growth in multiple contexts. Learning Stories facilitates reflective practice in 
learning community models while promoting sensitive curriculum planning attuned to the children’s 
interests and strengths with family context woven into the process. As a result, Learning Stories create a 
pathway where multiple voices and perspectives are honored and valued. This study examined if 
Learning Stories creates an opportunity for teacher and parent collaboration and the possible impact on 
relationships between teachers and parents, teachers and children, and (ultimately) parents and 
children. 

Group interviews were conducted with teachers from early education centers who serve vulnerable 
young children and families who are homeless or at risk of being homeless. Parent-child relationships 
were examined to determine if children felt understood, accepted, and loved through the sharing of 
teachers’ and parents’ Learning Stories narrative observations (Carr, 1998; Carr, 2001; Carr & Lee, 2012). 
The study focused on the possible impact the Learning Stories method has on relationships and 
children’s development of security and self-worth as a means to lessen the cycle of maltreatment and 
trauma experienced, caused by stressors such as homelessness or lack of stable housing. 

Perspective(s) or theoretical framework 
The study draws upon the theoretical framework of “Ghosts and Angels in the Nursery” (Lieberman, et 
al., 2005) to understand how young homeless children may benefit from supportive adult relationships 
through the sharing of narrative stories between teachers and parents. The theoretical framework of 
“Ghosts and Angels in the Nursery” (Lieberman, et al., 2005) suggests sharing of childhood memories is 



Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

deeply connected to care practices. This is because strong exchanges shared between parents and 
children provide young children with a core sense of self-worth. Furthermore, Lieberman et al. (2005) 
proposes that messages of inherent goodness and unconditional love constitute the essence of “an 
angel.” As parents share about their own lived experiences, they unknowingly evoke angels from their 
childhood into their own young children’s “nurseries.” In this way, the message of the “angels in the 
nursery” is transmitted from parent to child in the form of the deep caring relationship which influences 
development. The framework of “Ghosts and Angels in the Nursery” helps to create an understanding of 
how teachers and parents who share young children’s positive learning experiences through Learning 
Stories create new “angels” and replace the “ghosts” of the past. This study examined the sharing of 
Learning Stories between teachers and parents which replaces old “ghosts” with new “angels” and helps 
create new memories with a strong image of the child as competent and capable, resulting in the child’s 
developing sense of self. The sychrony of parent and child relationships through the sharing of Learning 
Stories can be understood through the theoretical framework lenses of “Ghosts and Angels in the 
Nursery” to examine the impact of Learning Stories on the these relationships.  

Data 
Sample 

Participants were recruited from two early childhood education program sites. The first early childhood 
education program has a toddler classroom, a Head Start classroom, and a State Preschool Program. 
This early childhood education program serves children from two to five years of age. Only the toddler 
teachers were included in this study. From this program, three toddler teachers and one administrator 
were recruited for this study. The second early childhood education program has an infant classroom 
and a toddler classroom. This program has six infant and toddler teachers and two administrators who 
were recruited. The combined sample consisted of n=12 teachers and administrators. The sample race 
and ethnicity comprised of n=8 Latinos, n=4 Caucasians. The sample gender included n=12 females. The 
study was approved by an institutional review board (IRB).  

Data Collection 

The primary source of data for this study consists of transcripts from five group interviews. Interviews 
were conducted to examine teacher and administrator responses of their use of Learning Stories written 
narrative observations and the possible impact on parent-child relationships. Group interviews followed 
a protocol tool designed to guide the dialogue through a sequence of questions regarding the use of 
Learning Stories. These group interviews ranged from 30 to 45 minutes each for a total of approximately 
175 minutes of audio recordings. Group interviews followed a prepared, semi-structured protocol. 
Transcription totaled over 76 pages of double-spaced text. Audio recorded group interviews were 
transcribed by a professional transcription service agency. Transcriptions were carefully reviewed to 
understand and interpret the data. Upon completion of all transcriptions, detailed themes emerged 
which later formed the basis for the coding system.  

Methods 



Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

A qualitative case study method was used to analyze the data. The qualitative software MAXQDA was 
utilized to code the teacher and administrators group interviews. MAXQDA is a PC-based program that 
helps to systematically evaluate, interpret, and code transcripts (Creswell, 2009). Open axial coding was 
used to analyze the teacher and administrator group interview responses about their use of the 
Learning Stories approach and to investigate the impact on relationships. Open coding was used to 
develop labels. Axial coding was used to identify relationships between identified codes and selective 
coding was conducted to extract the main themes that emerged from the data analysis (Yin, 2009).  

A process of identifying categories, incorporating open coding, and utilization refined through axial 
coding, allowed for identification and deeper understanding of emerging themes (Merriam, 2009). 
Analysis took place in order to extract what Merriam (2009) refers to as the “deeper meaning” from the 
group interviews. Multiple levels of codes were created into lists, and sub-codes and themes emerged 
during transcription analysis.   

Results 

This research study’s findings show that relationships were influenced and strengthened from the 
process of sharing the Learning Stories in the following areas: a) teacher focus on the individual 
development of children; b) the addressing of children directly and viewing as an important element 
that parents responded to positively; c) attention on the positive attributes of children rather than 
deficits; d) open communication that occurred between educators and parents; e) teachers showed 
parents they care deeply for children; f) the care parents provide for children; and g) opportunities for 
teacher’s deeper reflection about children’s learning experiences. Research findings reveal Learning 
Stories help teachers and parents focus more closely on children’s learning and development. Learning 
Stories provides opportunities that influence positive parent-child, teacher-parent, and teacher-child 
relationships. The influence of caring, loving relationships have a positive impact on children’s self-worth 
and self-esteem.  

Study Significance 

The study findings suggest incorporating observation and assessment practices, such as Learning Stories, 
builds positive relationships and fosters development of young at-risk children. Healthy child 
development depends on the quality and consistency of relationships with adults, both within and 
outside the family (National Scientific Council on the Developing Child, 2004). The importance of 
building relationships is essential because it establishes emotional connections for young children, 
starting from birth, through trust and closeness (Howes & Ritchie, 2002; Thompson, et al., 2006). Young 
children experience the world through relationships, which ultimately affect many areas of development 
(Herbers, Cutuli, Monn, Narayan, & Masten, 2014; Masten et al., 2014; National Scientific Council on the 
Developing Child, 2004). Through positive relationships, children discover who they are and learn about 
others (Hartup & Rubin, 2013). When young children have experiences with caring and thoughtful adults 
who delight in them, they approach the world with openness and eagerness, and they grow to be 
respectful, responsive, and loving people (Lally & Mangione, 2017).  

Children benefit when families collaborate in partnership with educators and commit to work together 
on the behalf of children (Mendez, 2010). Children who have teachers that collaborate with parents and 



Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

include them in the education of their children are more likely to experience positive outcomes (Bryk & 
Schneider, 2003; Howes, 1999; Raver & Knitzer, 2002). Often though, low-income, underrepresented 
families are not included in the education of children and can result in weakening relationships with 
educators (Friedman, Bobrowski, & Geraci, 2006; McAllister et al., 2005; Robinson-Zanartu & Majel-
Dixon, 1997; Tveit, 2009). Teachers who engage families in assessment practices, through sharing 
observations such as with Learning Stories written narratives, help to strengthen home-to-school 
connections. Sharing narrative observations, which focus on children’s positive learning experiences, 
provides opportunities to celebrate children’s growth and development. For families who may be 
struggling to provide secure and stable housing, sharing narrative observations of children’s learning can 
be a powerful collaboration tool and support the child with developing an identity as a learner.  

Learning Stories observation approach appears to benefit young children through enhanced family 
engagement. Furthermore, it demonstrates the importance that early childhood education programs 
integrate assessment practices that include the voices of diverse, underrepresented families. Early 
childhood education programs need to continue to explore ways to adapt observation and assessment 
methods to provide opportunities for collaboration between teachers and parents that include 
authentic dialogue and children’s lived experiences in multiple contexts. It is vital that early childhood 
education programs include families in the assessment practices through innovative approaches to 
observation so that diverse students, especially vulnerable young children who are homeless, living in 
transitional housing, or at risk of losing stable housing, may potentially benefit. 

About the Author 
Dr. Annie White is an Assistant Professor with the Early Childhood Studies program at California State 
University, Channel Islands (CSUCI). She has extensive work experience with Early Head Start (EHS), 
Head Start, and State preschool and family childcare home programs. Dr. White has taught early 
childhood education courses at California Community Colleges in addition to her current work at CSUCI. 
She is passionate about Learning Stories and incorporates the formative assessment approach in her 
University courses, including infant/toddler curriculum and assessment, student learner identity through 
“My Story,” and as part of community service learning. Her research interests include formative 
assessments, learning stories, and family engagement. 

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Carr, M. (2001). Assessment in early childhood settings: Learning stories. London, England: SAGE 
Publications. 

Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. London, 
England: SAGE Publications. 



Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. 
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http://www.developingchild.harvard.edu/


Shared Voices: A Pathway to Strengthen Relationships with Homeless 
Young Children and Families 
Annie White 

Allies for Education 2018, 2, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Thompson, R.A., Meyer, S., & McGinley, M. (2006). Understanding values in relationship: The develop-
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and their conversations. Educational Review 61(3), 289–300.  

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: SAGE 
Publications. 


	Shared Voices: A Pathway to Strengthen Relationships with Homeless Young Children and Families
	About the Author
	References

