ABSTRACT
Bell hooks said that “to teach in a manner that respects and cares for the souls of our students is essential if the authors are to provide the necessary conditions where learning can most deeply and intimately begin”. The challenge and the theorisation focus on what the deep and intimate learning might be that is occurring in children's everyday inside–outside moments. For teachers, gathering knowledge on children is used as “evidence” to substantiate particular views about how the everydayness of their daily experiences impact on their lives, times and learning in early childhood settings or in communities. However, thinking about “capturing” children's learning and development has moved on. Teachers and educators have worked hard to (re)orient models of assessment, the focus of what is recorded about children's learning and development, and how it is recorded. The everyday unsmoothness, uncleanness, and messiness of children's learning is evident in attempts to unpack their everyday transition moments.
