In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…

The purpose of this paper is to make the case for organising teaching and learning in early childhood education around concepts and generalisations rather than inert facts. It is now widely accepted that facts alone are not enough to help children discern patterns and relationships, group things together, see big ideas and solve problems. Facts…

In this article, the author, the director of a school for children of ages three to seven, reflects on a curriculum used in the school, shares four assumptions that have made about how children learn best, and presents five goals that guided the caregivers to help children to learn. The curriculum involves a circular process of observing and…