SEQUENCE IN LEARNING IS USEFUL ONLY AS IT CONTRIBUTES TO THE CONTINUITY OF A CHILD'S OVERALL DEVELOPMENT. CHILDREN MAY NOT GO THROUGH THE SAME SEQUENCE TO ARRIVE AT A SIMILAR POINT OF UNDERSTANDING. EDUCATIONAL PROGRESS IS INDICATED BY A CHILD'S GROWTH IN THE DEVELOPMENT OF STRATEGIC CONCEPTS, IN WAYS OF PROCESSING INFORMATION, AND IN WAYS OF RELATING TO PEOPLE. A COMBINATION OF THE POOLED JUDGMENT OF ADULTS, HELP FROM RESEARCH ON CHILDREN, AND HELP FROM THE CHILDREN THEMSELVES IN PLANNING THE USE OF THE SCHOOL DAY TOGETHER WITH AN OPEN CURRICULUM DESIGN WILL FOSTER CONTINUITY IN LEARNING. IF LEARNING IS TO BE MEANINGFUL, THE TEACHER MUST BE FREE TO SELECT EVENTS AND PROBLEMS OF IMMEDIATE INTEREST TO THE CHILDREN, AS SHE ENCOURAGES CONCERN FOR OTHER PEOPLE AND PROVIDES FOR INTELLECTUAL DEVELOPMENT. ONE EXAMPLE OF A CONTINUITY THREAD WHICH COULD COVER TRADITIONAL TOPICS AND NEWER GOALS MIGHT BE "CHANGE," A MODERN CONDITION TO WHICH INDIVIDUALS ARE EXPECTED TO ADAPT. THE COGNITIVE TASKS OF GROUPING AND LABELING, INTERPRETING AND MAKING INFERENCES, AND PREDICTING CONSEQUENCES CAN USEFULLY BE APPLIED TO SUCH A BROAD TOPIC. THE CHILDREN CAN BEGIN WITH SPECIFICS AND THEN EXPAND INTO MORE GENERAL SUBJECTS. THIS DOCUMENT IS AVAILABLE FROM THE DEPARTMENT OF ELEMENTARY-KINDERGARTEN-NURSERY EDUCATION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (MS)