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Why Promote
Process Over
Product?
by Sally Cartwright
We may hear the phrase process over product without fully realizing its
importance to young children. Here process refers to the childs actual
work of learning, whether it be dramatic play in which Ted, as a dad,
tries to bake a pretend pie while minding his obstreperous children; or
block play in which Meg joins her peers to build a working community
like our fishing village; or simply Nan painting at the easel. Product, on
the other hand, means the material result: Teds pie, Megs building,
Nans picture. I would like to discuss how and why we child care
professionals and teachers should emphasize process over product.*
Take, for example, the process and product of painting a picture.
Process in painting may include the
childs way of deciding to paint, perhaps
choosing a painting partner, selecting
and maybe mixing colors, putting brush
to paper, experimenting, freeing inner
feelings, sorting ones thoughts, all that
goes into making the picture. Product
refers to the picture itself. Process over
product in painting suggests we should
give our attention mainly to the childs
experience rather than to the picture.
* It is assumed that under the watchful and caring eye of a mature professional any
child product is both physically and emotionally safe for all concerned.
Room Arrangement
How do these eight aspects of process
over product affect room arrangement?
Rather than adult direction, young children need our steady support for their
own active learning. Their classroom or
care center should be in essence a simple,
unchanging background for child activity. Too many learning environments are
overcrowded with products: paintings,
drawings, cut-outs, clay work, etc.
Reference
Remen, R. N. (1997). Kitchen table wisdom:
Stories that heal. New York: Riverhead
Books.