ABSTRACT
The focus for this chapter is two complex findings from a qualitative study about how story became a framework for research and curriculum design in a dynamic cycle that enriched our work with young children. The day-to-day stories of children and their teachers show that a framework of story has promise as a way for children and adults to collaborate on teaching, learning, and research. The other unexpected finding was the extent to which teacher education students and the children became competent bricoleurs and research participants.
