ABSTRACT
The single-minded focus on logical-mathematical and linguistic skills, and the testing that accompanies it, might lead one to believe that knowing facts and learning to manage, process, and express information makes for an educated person. It is clear from the people observations of good early childhood practice that early childhood educators, in the spirit of Constructivism, understand and respond to the uneven growth and development patterns in young children. The process that underlies portfolio development is as important as the product itself, as it is through the process that learning occurs. Evidence must be carefully selected and suited to the portfolio's purpose. Fink has provided a taxonomy of significant learning that the people think finds expression in the process of portfolio development, and in the product itself. Integrating the people understanding of block play and their knowledge of how children develop spatial reasoning and literacy enlarges one's repertoire of curriculum tools.
