I often find it hard to fit the play and creation of my students into an overall map of development. Is this not something that's possible? Perhaps we have to trust that a rich ecosystem of experiences, play and creation will provide the environment for all the learning that needs to take place? In all this, can we identify thresholds, turning points, key moments? I don't know. Perhaps it's best to try and document and ponder certain things students are giving time to, having success with?
Here's a kind of success story. Though I'm not sure if I can discern a story arc in it, we could call it a months-long high point:
One of my 3 year old students is finding it hard to get used to life in school. One of her 'safe spaces' is to sit and paint or draw a picture. Here are some of her drawings: