Early learning should focus on...

...the process, not the product.

Hello all. Welcome to the 134th edition of TEPS Weekly!

In classrooms, learning can sometimes look neat and sometimes messy or full of trial and error. Both can seem to be valuable on the surface, but do they lead to the same kind of depth in learning? We recently spoke to a kindergarten teacher, and she shared two moments from her class that made us think about this.

“Once, I gave my students a model of a car made from different materials. I also gave them the materials and showed them step by step how to put the car together. The children copied what I showed them. Some could follow the instructions and make cars identical to the model, while some were unable to follow the instructions. Later, when I asked the children who made the model about how they did it or what the different parts were, they could not explain. They had only copied what I had shown them. It made me wonder: Did they really learn anything from this activity?

The next time, I tried it differently. Instead of giving them fixed parts and steps, I placed different objects like bottle caps, straws and cardboard boxes on the table. I asked the children to make something that can move. There was excitement in the class. Children started moving around and touching and feeling the materials given to them. They began experimenting and putting things together. Some models fell apart, some did not move at all, and the table was a mess. The children kept asking questions like: What if we use bigger wheels? Why does this one roll faster? At the end of class, they proudly showed their cars. And when asked, they were able to explain what they had tried, what had worked and what had not. It was not neat and there was no perfect end product, but they did learn from the process of making the model.”

Understanding Product and Process

The example shows us two different ways of learning – one that focuses on the end product i.e. the WHAT of the activity, and the other that focuses on the process i.e the HOW and WHY of the activity. 

Product	Process
The focus is on the neat and final outcome.	The focus is on trying, exploring and effort.
The children copy or repeat the steps.	The children make choices and test ideas.
The activity looks polished and correct.	The activity may look messy but shows curiosity.
Success is judged by appearance.	Success is seen in the discovery and learning.

Why the Process Matters in the Early Years

Research shows that during the early years (0-8 years), the brain grows faster than it will ever again. What children do and experience during this stage has a lasting effect on how they think and learn later. With this in mind, let’s look at three big reasons why process matters so much in the early years.

From Primary Knowledge to Secondary Knowledge

In the early years, the brain learns some things very easily, called primary knowledge. For example, babies quickly pick up speaking, recognising faces or copying actions. These skills come naturally because this function in the brain has evolved over thousands of years. But skills like reading, writing or doing mathematics are secondary knowledge. The brain did not evolve to do these, so it has to work much harder. To learn them, different parts of the brain have to work together and build new connections—like setting up a new electric circuit in a house. The wires (brain parts) must be linked properly, tested and sometimes fixed when the current doesn’t flow. This takes time, effort and repeated practice. That’s why in the early years, the process—exploring, making mistakes and trying again—is so important. It gives the brain chances to build and strengthen these circuits or these new connections.

Classroom Example: 

Learning Outcome: Students will be able to sort picture cards by their first sounds.

Product Focused Approach:

The teacher shows readymade piles of picture cards by first sounds and asks children to copy. Children finish neatly, but when asked why 'ball' and 'bat' go together, they cannot explain. This is because they only used primary knowledge of copying, not the harder secondary knowledge of sorting sounds.

Process Focused Approach:

The teacher gives mixed cards and asks children to group them by first sounds. Some make mistakes, then correct themselves after saying the words aloud. In doing this, children build secondary knowledge by linking spoken sounds to words and objects, as different parts of the brain work together and form new connections through trial, error and correction.

Building Strong Connections through Practice

Learning happens when the brain builds connections in long-term memory. In the early years, these connections are being formed for the very first time, and they are fragile at the start. To make them strong and lasting, children need to practise, repeat, make mistakes and try again. This is why the process of learning – exploring, testing and adjusting – matters so much.

If learning is only focused on completing a neat product, children may finish the task but miss out on the practice needed to build lasting connections. In process-focused learning, children are actively engaged, they recall what they have done before, test their ideas in different ways and learn from their mistakes. This repeated practice helps children build stronger brain connections, so the new things they learn stay with them longer.

Classroom Example:

Learning Outcome: Children recall and use new vocabulary through repeated activities.

Product Focused Approach:

The teacher gives LKG students a worksheet with triangles already drawn and asks them to colour them. Children finish neatly, but many forget the word triangle soon after, and none of them know what makes a triangle. The neat product did not give their brains enough practice to build lasting connections in memory.

Process Focused Approach:

On the first day, children look around the classroom to spot triangles. The next day, they search for triangular pieces of paper among all the paper given to them. Some choose the wrong shapes at first but correct themselves after trying again. Later in the week, they draw different shapes, and many can identify triangles on their own. A week later, during outdoor play, one child points to the swing frame and says, “This is also a triangle!” Each time they try, make mistakes and correct themselves, their brains form and strengthen the connections for the word triangle. This messy, repeated and active process is what makes the new concept stay in long-term memory.

Strengthening the Brain’s Control Tower

The part of the brain just behind the forehead works like a control tower. It helps children do important things like focus on a task, remember the steps, stop themselves from rushing and change their plan if something goes wrong. These skills are called executive functions. Research shows that these are some of the best predictors of how well children will do in school and how well they will get along with others.

Process-focused activities are especially important for building these skills. When children are free to choose their own materials, make a plan and try it out, they are practising how to guide themselves. Each time children wait, focus and try again, the brain circuits for self-control become stronger. Over time, this practice helps them in many ways: finishing tasks in class, taking turns in a game, listening to friends and solving problems calmly. 

Classroom Example:

Learning Outcome: Children create their own designs using finger paints and clay, changing their plan when needed.

Product Focused Approach:

The teacher shows the class a picture of a flower made with finger paints and clay, then asks all children to copy it. Some children manage to make a neat copy, but many rush through or get frustrated when theirs does not look the same. They finish the task, but they do not get to practise planning, self-control or adjusting their ideas.

Process Focused Approach:

The teacher gives children finger paints, clay and paper without fixed instructions or a set model to copy. They are encouraged to choose which materials to use, make their own plan about what to create and try out different approaches freely. One child begins making a sun with paint, then decides to add clay hills. When the clay flattens too quickly, the child pauses, thinks and tries rolling it differently. Another mixes paint and clay, realises it doesn’t work and chooses to start again. In these moments, children are practising executive functions – focusing, remembering steps, stopping themselves from rushing and changing their plan when things don’t go right. Each time they do this, the brain circuits that support self-control grow stronger.

Looking back at the classroom stories, the message is clear. A neat product may look good, but it does not always mean real learning. True learning happens in the process: when children explore, practise, make mistakes and try again. The process may be messy, but it builds strong brains, confidence and skills that last much longer than the finished piece.

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Edition: 4.41