Abstract
In this issue, we take a look at child development and at authors who conceptualize child development as a process of being and becoming learners and literate people. The first review examines what we learn when we observe one learner closely—first as a person and then as a learner across time. Julianne Wurm’s (2005) book invites readers into Reggio Emilia schools and describes the processes and practices that inform this child-centered and generative curriculum that has resulted in preeminent early childhood schooling in Italy and is generating renewal in the United States. Our final review examines the importance of unpacking our reading practices from the inside in order to teach readers in ways that help them know and grow their own understandings about their reading processes.
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