Whose memories are we putting in children’s end-of-year books?

Before selecting the photographs and writing the final words, ask children what belongs in the story of their year. Their answers may not be what we expect.

An educator might have a favourite photograph. Ask a child to choose a memory, though, and they may point to a friend, the muddy shoes or a construction that kept falling over.

As end-of-year books, displays and farewells come together, adults make many decisions about what to include. But I think children need more say if it is truly their story.

Ask before assembling the story

With a manageable selection of photographs, drawings or familiar objects, explore what children remember and want to include. Ask whether anything important is missing.

Their explanation may change how we understand an image. What we saw as a construction experience may be remembered as the day someone helped. A photograph we overlooked may capture something the child worked hard to achieve.

Keep their words recognisable. It can be tempting to polish an explanation using educational language, but that can take away what made it meaningful. Where possible, return to the image or experience and ask, “Is that what you wanted us to write?” The intention is to understand their meaning and represent it accurately.

Make participation possible in different ways

A group discussion will not give every child the same opportunity to participate. Some may need more time, a familiar adult or a quieter space to share what matters to them. Others may use communication tools, gestures, drawings or movement.

Children might repeatedly choose a photograph, bring an object to an educator or return to a particular space. Explore these responses with people who know the child well, rather than assuming what they mean.

Families can contribute memories and explanations too. They may help make sense of something their child has been revisiting at home. Keep the child involved and follow consent arrangements when choosing photographs or sharing material involving other children.

Leave room for more than a happy ending

End-of-year celebrations often focus on excitement and achievement. Children may also be thinking about saying goodbye to a friend, missing an educator or not knowing what comes next. We need to leave room for those feelings without expecting every child to share them publicly.

This applies to children moving rooms or services as well as those starting school. AERO’s transition guidance recognises the importance of relationships, belonging and support through change. Revisiting memories may open a conversation, although it does not replace individual transition planning.

Children’s contributions may also help simplify what we prepare. A small selection chosen together may hold more meaning than a lengthy book created around adult expectations. Ask the team what existing materials could be used and allow time for those conversations within the working day.

An end-of-year book can be a lovely gift, but its value does not depend on its size or presentation. What matters is whether children recognise themselves within it, their interests, friendships, words and choices. Before finishing, ask one final question: “What else do you want us to remember?”