Dr. Mikhail Gradovski is an Associate Professor of Social Education at the University of Stavanger, Norway, where he educates child welfare protection officers. His research focuses on the areas of doctoral supervision, educational philosophy, social education, and social work. Prof. Elin Eriksen Ødegaard is the director of KINDknow Research centre at the Western Norway University of Applied Sciences. Her main research interests are early childhood education and teacher education from cultural-historical, dialogical, narrative and anthropological (local and global) approaches.Niina Rutanen is an Associate Professor in Early Childhood Education at the Faculty of Education and Psychology, University of Jyväskylä, Finland. Her main research interests focus on zero to three-year-old children in early childhood education from socio-cultural and comparative perspectives, and application of spatial approaches in research on early childhood institutions.Jennifer Sumsion is Emerita Professor of Early Childhood Education at Charles Sturt University, Australia. She has long-standing research interests in early childhood education policy and practice and has published widely in these areas.   Dr. Carl TH Mika is an Associate Professor at the University of Waikato, NZ. He comes from a background in law, indigenous and Maori studies, and has developed a knowledge base in Western philosophy. His current research interests are in the representation of philosophy as a political act for indigenous peoples, and indigenous philosophical theorising generally.Professor E, Jayne White has a long-standing interest in education, particularly early years pedagogy, spanning over thirty years as a teacher and researcher in Aotearoa NZ. As Associate Dean for Early Childhood Education at RMIT University in Australia, Jayne's work continues to focus onthe complex processes and practices of meaning-making. At the heart of her practice lies a strong emphasis on dialogic pedagogy, and the ways in which teachers can best engage within complex learning relationships with infant learners.

• 1 Beginning becoming: The first 1000 days.- 2 A geneology of becoming (and being) in the first 1000 days.- 3 Norway: 'Danning' and the Infant: Local conditions for the early formation as persons.- 4 Ngā mokopuna kei te hāereere: Becoming in Aotearoa curriculum: The first 1000 days.- 5 The Australian Early Years Learning Framework, becoming and children in their first 1000 days.- 6 Finland" Becoming and the youngest children at home and in ECEC.- 7 Becoming during the first 1000 days in Russia.- 8 Conclusion: Discouses and Dreams on becoming.