We need to nurture the desire to understand differences. If we begin to build these skills at a young age, there is no limit to the number of possibilities for young children.

There are many ways to define the word listening. Regardless, listening is an active process that takes connections.

Our documentation is an excellent tool to help make these connections. I often look back at pictures, videos, and anecdotal notes with students to see what they remember and if it inspires new thought.

Make the learning visible! - to students, parents, community members. Reflection is not only done by the teacher, but all involved in the school to create a collective community of knowledge.

The word unity brings together the collaboration, communication, and acceptance that is needed to work in this way.

When I think of Reggio today, this is the first word that comes to mind. No growth can come without reflection first.

This is an interesting way to think about the construction of knowledge. We need to make students part of the production, not part of an audience.

I think this is a lesson our society truly needs today.... understanding that organization not only comes from our own presence, but also the presence of others.

Organization allows for projects to grow, but also offer a sense of security or comfortability to those involved.

This to means that there is no separation between home, school, and community. They are all intertwined, however, these experiences vary from child to child.

This documentation could go on for years or a few weeks. It is truly based on the children and their interests. Understanding that documentation is an ongoing process is important when working with young children. Their interests are everchanging, but some interests last through the years.

I feel this is an area where I am most challenged. Having a community to discuss these ideas with is vital to expanding these ideas into worth-while experiences for children.

I feel this is one of the most important parts of documentation and observation. I feel we should give children the space to think about what they make to give them a sense of ownership and accomplishment. If we constantly share our ideas, the child may not see theirs as valid.

The "why" has truly guided my journey as an educator since I graduated from college. Every day presents new challenges and joys.

This highlights the joy of learning for all- you can never stop learning! This is a life-long process we are encouraging in the children we work with.

This was not only a collaboration between teacher and students, but with other teachers, families, and the community! We can learn so much from and with others. For this project, many ideas coming together is what created its great impact.

These collective understandings can help guide learning. The more we know about our students and their knowledge, the better we can support their exploration and development of knowledge.

Conversations based on children's ideas and processes helps families see their child as capable and allows for increased communication to support the classroom teacher's work.

This word has appeared often in this article. We have to make the learning visible: to students, to families, and to the community. This visibility creates a greater community of support for this work.

Just as the children grow and change, so does the environment... especially the atelier which is a space for growth!

I love the use of this word. It gives action to the word "search" and allows those using the atelier a sense of greater involvement in this space.

I feel this would be a wonderful way to keep teachers growing in their profession. The way the United States forces teachers into seminars and professional development that is not relevant to their context is a disadvantage to all. Including all members of the school community also supports the communication and value of each individual.

This not only means becoming a better practitioner, but being a better teacher for your students in that moment or the period of time you are together.

Teachers learn alongside their students, not matter their age! This is important to undertake when trying to work in child-centered ways.

This goes along with my last comment. I often find it difficult to listen to others when I don't truly understand the other person's reality. Through reciprocal listening, this can become a more rewarding and fluid task.

I feel this is a skill many people struggle with today. We often listen with a bias of our own reality, however, this is not everyone's reality. While we listen, we need to be sensitive to realities of others.

Each child has a different reality, which means their interpretations will be different. I always thought my reality was disvalued by my education because I tended to think differently than others. But I have learned through these studies that my interpretations have led me where I am today: to support students in their own interpretations of the world.

We as educators do not find the meaning for children, rather, help them find their own meaning.

This is so powerful. Children have the power to help adults gain courage in times of suffering.

Self reflection is how we grow as teachers! The more we examine our own practice, the better we become for our, students, colleagues, and school community.

I never really thought of intervening in student interactions as part of the curriculum, but in preschool, social skills are one the most important (in my opinion) domains that teachers need to nurture and support.

I feel this is a common theme with everyone taking part in this course. We feel compelled to work in this way.

Both teachers and children are in charge on the classroom environment. Teachers can let go some and allowed children to take a larger lead in the classroom.

Understanding is build through observing, documenting, and reflecting on our work with children.

I feel this role in emphasized in all contexts of education, however, the way planning curriculum occurs varies by setting.

Our job as educators is ever changing. We wear many hats and have to have the flexibility to move through these roles.

This relates to my question above. How do you help young children find what is safe and unsafe if they are not familiar?

Humans are social beings, even from birth.

This is something I struggle with in my own practice, especially with my students with special rights. What do you do when allowing students to be autonomous becomes dangerous? This is a delicate balance I am trying to find.

Observation and documentation play into this. After gathering information, teachers need to reflect on what is said and done to gain new insights into what their students are trying to explore.

This is an important concept to consider. While it does not feel good to be sad or angry, every person has the right to feel those emotions. This is also important to discuss with students.

This is a prime example of giving children rights in the classroom. Children grapple with these concepts internally, however, are not often given the chance to discuss them because they are "too complex for children"... children learn and grow from these conversations just as adults do!

One of the most important parts of being a teacher is reflecting- reflect on your learning and the learning of the children. I love to learn something new everyday from my students and see the world through their eyes.

With the rush we feel in our world today, this can often be difficult. But there are wonderful things to notice and enjoy when we just slow down and follow the pace of the children!

As Rinaldi stated in their article, infant-toddler centers and preschool need to include the child, family, and teachers into their culture. This includes being part of everyday questions that allows them to be involved in the school even when they are not physically there.

Change can be difficult. However, this is important work that teachers can draw on in their own practice regardless of location.

Just as we focus on the relationships with children, we also need to focus on the importance of collaboration. Each teacher brings unique skills that can support the school community rather than just a single classroom or child.

This is something I feel the US education systems lacks in general. People who feel supported are willing to go above and beyond.

Learning in pre-primary settings is socially based. Much of the teacher's time is devoted to seeing how children respond to their environment and the people around them. Children also learn many social constructs at an early age, which is something teachers have to remain aware of.

Teachers are researchers in their own contexts. They use their observations to question practices and theory to best support their students.

This percentage is staggeringly lower in the United States, which decreases with age. According the the National Center for Education Statistics, only 86% of five year olds were enrolled in preschool in 2019 (https://nces.ed.gov/programs/coe/indicator/tca). In a society where education is so valued, I would think that the percentage would be higher.