Caring for the curriculum-making process: stories and movements in an Early Childhood class

This article arises from a narrative inquiry process developed in an Early Childhood Education school located in Edmonton (Canada) from 2016 to 2018. Alongside Tessa, a Kindergarten teacher, and the children, we explore how teaching can be lived as an experience of creation, what are the conditions that make this curriculum making process possible, and what we need to sustain and to enliven it. We understand curriculum as a multistoried process where children's wonders, knowledge, educational proposals and activities, conversations, games, readings, uncertainties, and tensions are interwoven by those who are part of the daily basis class. The resonances of meaning that emerge from the current research are presented through two stories: a) to experience the curriculum as a readiness and attentiveness to 'something' and b) curriculum creation as composition. To create, to compose and to be attentive to what children are symbolically placing in the middle of the class allows us to think about the educational space not only from the present and the presence, but from an imaginative ability regarding those other possibilities that make sense in and for the children's educational life and development.