Therefore the teacher working with children on visual expression was named atelierista, rather than "art teacher."

Children are born with many resources and extraordinary potentials, which never cease to amaze us

But Paola doesn’t interfere and insist on her idea of movement

And I think that if you don’t debate professionally, you won’t grow.

Such knots should be thought of as more than negative moments of confusion and frustration, however. Rather, they are moments of cognitive disequilibrium, containing positive possibilities for regrouping, hypothesis testing, and intellectual comparison of ideas.

Systematic documentation allows each teacher to become a producer of research—that is, someone who generates new ideas about curriculum and learning, rather than being merely a consumer of certainty and tradition

children’s partners, sustaining the children and offering assistance, resources, and strategies to get “relaunched” when they are stuck

She believes that citizens have a moral obligation to invest public resources in children’s welfare and to enter into continuous and permanent knowledge cre-ation with children for her city, and society in general, to progress and improve human well-being.

According to Vygotsky, if the child has gone from point a to point b and is getting very close to c, sometimes to reach c, he needs to borrow assistance from the adult at that very special moment.

Thus, any definitions of the teacher’s role can never be accepted once and for all, but instead constantly undergoes revisio

Children are protagonists in society, bearing the right to be listened to and to participate, to be part of the group and take action alongside others on the basis of their own particular experiences and level of consciousness

holistically

reciprocity

Instead our image of the child is rich in potential, strong, powerful, competent, and most of all, connected to adults and other children. (

They exist in the moment

Ultimately, they agreed on the use of a stepstool.

These children were speaking about the dependence on adults that arises, not from lack of competence, but from their small stature in an adult-sized world.

"listening not just with our ears but with all our sense

hildren have a right to play tea parties, even with real tea

The teachers began to wonder what children thought about rights.

This is the right of ALL children.

Our problem is that to make the hot airballoon fly we have to make sure that parentsunderstand the importance of what the teachers andchildren are doing in the hot air balloon.

a curriculumproduced from all of the children.

The child wants to know that she is observed, care-fully, with full attention.

We don’t want to teach childrensomething that they can learn by themselves.

He feelsthe joy of working with adults who value his workand this is one of the bases for learning

we need to be comfortablewith the restless nature of life

We can never think of the child in the abstract.

The quality and quantity of relationships among youas adults and educators also reflects your image ofthe child.

the environment that you canbuild that is based on the child you see in front of you

Each one of you has inside yourself an image of thechild that directs you as you begin to relate to a child

could in their own context reflect on these ideas

to make parents aware oftheir children's experience and maintain their involvement.

seen as researchers.

latest research

The first school was built with proceed

Both education and care

obtained was not easy toachieve