Field notes serve as partial accounts of curriculum-making processes that unfold in early childhood centres that collaborate with ECPN pedagogists. They do not function as pedagogical narrations or learning stories. Field notes relate minor moments, tell stories, participate in knowledge production and world making. Significantly, field notes invite responses and dialogues that might spark creative pedagogical processes.  

We offer field notes to “catalyze the ongoing movement-in-thought necessary for inquiry, especially inquiry that asks what else words, bodies, actions, relations, and so on, might do…” (Bridges-Rhoads, 2018)