I love the way they state their work as a cultural project and the need to make their work visible.

The atelier as a place of research...yes!

I remember hearing this story at a NAREA conference many years ago. This is amazing. How would this work in an America? At my old school, we tried something similar where we shared project work in an ice cream shop. I'm just not sure how engaged the public was with the display of work.

I love viewing the art space as a laboratory for many things. You can see how this has translated into art ateliers, light ateliers, etc.

Over the last 13 years and observing/documenting children, this has become my favorite thing about teaching.

Again, co-construction is so important. We see it happing here and I see it in my classroom as well. the collective process means so much it is a collective in the people involved and collective of past, present, and future ideas as well.

Yep! the whole idea of co-construction!

It is not easy. I've learned so much through both of these courses about biases I have that I didn't even recognize as biases. Once we understand them and where they come from, we can work on dismantling them.

When observing children, I often find that listening within silence leads to listening with multiple senses and allows the space for us to recognize the hundred languages that children are expressing their thoughts and ideas

To really listen and communicate will lead to deep understanding of a message one is conveying

I wonder if not addressing the 'whys' from children (which happens often in our culture) is the reason why there are many adults who have not found their own sense of self. Not that we ever stop searching and redefining our sense of self. But do we set people back by not allowing the exploration of 'why'

I often see teachers or other adults getting annoyed or ignoring children's questions...especially 'why?" I like that this article is explaining that it is a must in the search for meaning not only for children but adults as well.

I believe this is the way all education should be

I love collective long term projects! My students usually have one that will last the entire school year. sometimes two different projects emerge.

I wish Americans felt this way. We often put way to much value into individualism and lose sight of moral obligations to others.

I like this term!

I love this idea of listening, communication and essentially our practice as a game of toss. Our observations and documentations lead us to new research and new discoveries. This is how we move through explorations in the classroom and build on the children's ideas.

I love the image that children are protagonists in their own stories/lives.

I love how Reggio views teachers holistically and includes the idealized image of both the teacher and the child. Seeing the teacher as part of this dynamic pair with the child is important because the two go hand-in-hand.

This speaks to me. Actually all of the bullets do. I feel like the way Reggio phrases the roles are so much more meaningful than the description here in the U.S.

This is a wonderful definition for true listening

True again. In all of our most impressive projects over the years, it was peers in their own class building upon each others ideas.

It's true. Why not?

Getting children's perspectives on infant's rights...wow!

I love that they came up with the idea that community meals are important.

This is so true. On the surface it seems the same but when you really think about it it isn't.

I like this notion of adults using creativity to listen to what children are communicating.

Yes! it makes me wonder in what ways can we learn about infant rights through their actions and gestures.

This list of Rights is amazing.

I absolutely love this question. It's a loaded question that many adults should be reflecting right now in our current social/political climate.

This is so true. We often have preconceived notions of how materials can be used but being in the moment observing them, they can show us a whole new way of doing, creating, and/or relating.

I like this statement. I feel like I've had quite a few conversations in the past about proximity in documentation and whether to let the child know you are there. Some teachers have felt that the children shy away and stop what they are doing when they see us documenting. Although I do think this can be the case when children have never been in a school context where documentation is the norm, once they feel heard and seen in their work, this changes. Also, I wanted to comment on the idea of consent. Kristin brought this up in our flip grid group for our ODA class...what are the children's rights to privacy within the classroom activities and what they want to share with families? Consent has become a very important part of my classroom culture and I wonder at what age they would have the understanding of keeping something just for them or just for school context...

This is why I love documentation so much. It is wonderful to see parents and other members of the community see the learning taking place. However, the joy that comes from the children when we reflect on documentation, is priceless. It is beautiful to see them light up when they know you heard their words or saw a particular accomplishment.

This is why I enjoy working with children. Every day is different. Every year is different. I have worked in a school that unfortunately did not understand this and I agree it 100% lacked joy. Luckily, I found a wonderful environment filled with people who truly understood children and spent an amazing 12 years there.

Viewing the child as "already tightly connected and linked to a certain reality of the world" has really been brought to light this week with some of the multicultural readings from our observation/doc class. The Rinaldi link on Image of the Child brought up the strong connections with culture in families as well. I believe this will be something I will be reflecting more on as the year progresses.

Environment and materials is important to what I do each year. My classroom is never the same from year to year. It reflects both the current students in the class and their projects and also, my co-teacher. I also rearrange my room throughout the year to suit the needs of current needs and activities.

This is one thing I am currently working on with teachers at my new school. Unfortunately when I was hired last summer, they were following a boxed curriculum (and they claimed to be Reggio inspired). so this past summer, I had them read a book on being child centered which focuses on heavily on the importance of learning through play and following the children's interests.

School viewed as a system of relationships which are interconnected and reciprocal-Wow!-I love the way this is worded. As an ECE educator I feel this deeply. Our relationship to our students is very personal and should defiantly be reciprocated.

I first heard this term used at a conference in 2009 and I will forever love this term.

I think this is very beautiful...the idea and tradition of cooperative work. I feel like innately we all know the value that comes from this. However, in the US there is a very individualized and (dare I say) ego-centric in their POV in many aspects of life including education. I hope that this idea of cooperative work and community will soon weave it's way into our educational traditions and take root.