Page 4 - Newsletter 2023 Vol. 7 Issue 1_

Process-Driven and

not, Product-Driven

Process-Driven and not, Product-Driven

When teachers focus on how children learn, they design experiences that concentrate on
exploration, discovery and children’s thought processes rather than just the end-product.
These are called ‘Process-Driven Experiences’.
There are several misconceptions towards process-driven experiences, and it is note-worthy to
dispel them to fully grasp the signi cance of process-driven learning in early childhood
education.

Which of these have you heard?

Misconception 1: Process-driven learning does not support academic learning
Subject areas like Literacy, Maths, Science etc. are integrated into experiential activities,
which are developmentally appropriate and engaging for children.
As an example, children may engage in simple project-based activities that develop from
enquiry then, supported by storytelling and creative writing as well as experiments,
constructing or measuring.

Misconception 2: Process-driven learning lacks structure
Yes, children are given independence to explore and discover however, it is not synonymous to
lacking structure and guidance. Effective teaching includes planning activities with clear
guidelines whilst still allowing room for exploration and autonomy.

Misconception 3: Process-driven learning leaves children insuf ciently unprepared for
standardised tests
Process-driven learning strongly fosters critical thinking, problem-solving and a deeper
understanding of concepts as opposed to rote memorisation. Its assessment method is not
traditional but still aligns with the curriculum expectations. Through observations and
documentation of a child’s progress, assessments focus on holistic development and not just
the academic achievement of a child.

Misconception 4: Process-driven learning lacks tangible outcome
Process-driven learning discourages ‘cookie-cutter’ products where children’s works are identical
and close to perfection. As an example, the nal creative output might not be the usual
recognisable art and craft but it will represent a child’s creativity and genuine interpretation
and understanding of a concept. In process-driven learning, outcome is always unique and
unpredictable for each learner. EPG’s way of showcasing each child’s process-driven experiences
and learning is through the ‘Learning Journey’ folder which are released to parents thrice a
year. By shifting our focus from the end-product to forging children’s engagement, motivation
and thinking, we support the children’s authentic experiences and meaningful
expressions oftheir enquiries, investigations, and discoveries.

Naomi Veras
EY Curriculum Director
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