I have observed this so beautifully in a preschool room over the course of the year - growth in so many ways - confidence, willingness to try and try again, make adjustments or go back to the drawing board together!

Honoring where we are at in our learning and looking at how to support further learning.

This description gives greater meaning to exploring the arts - a learning lab with many ways to express and explore knowledge and learning.

Teaching and learning go hand-in-hand. When my own children were young, I became keenly aware that we are all teachers, researchers and learners.

Do we learn to do this less often as we age? I can envision children sharing these images, but as adults much less so.

I am wondering about this. What is meant by suffering?

As I think back to my work with infants, you can see this throughout their day. What a beautiful view of the child and how lucky are we to experience this journey with children - filled with awe and wonder about the world.

Children can help us to see things with a different perspective!

They come to their own understanding of the need for standard measurement through the experience!

I have experienced this with toddlers. I found some old blocks that had a mechanism for movement, but the adults could not figure it out. I put them out for a group of toddlers and they figured it out!

So much learning in peer collaboration. We have formed smaller committees to work on our distance learning program - the idea sharing, discussion, working through challenges/disagreements, and growth has been valuable.

This is a great visual to the support/adjustments made in learning with children and adults.

Powerful view of the young child as agent of their own learning.

This holistic view and image of teacher and child as co-constructors of learning.

Children have a way of seeing and seeking the truth and beauty in life - we can learn much from engaging in observation with children.

I have seen children in groups open up and I have seen them shut down based on how adults react to the group dynamic. How do we instill the image of the child as strong and capable to adults who are blind to it? Were they treated this way in their own childhood?

We really need to listen to the many ways children are communicating their rights.

As I read through this again, I am struck by the rights generated by these children. Their words are heard by others, children and adults alike. I imagine the beautiful exchange when this was being created.

Yes! Seeing the process, not the product. What are effective ways to document the process and still be present? It can be difficult to be present when note taking, taking photots or video.

I think of how much more learning can take place through discovery!

I would agree that this can come from a place of caring, but have also seen it come from a place of hurry or perfection. For example, getting dressed to go outside or with a project where the adult has an expectation about the result. We need to really think about why we are doing something.

"Your Image of the Child: Where Teaching Begins" Our image of the child greatly influences the experience of the child, the family, the teacher and community. I wrote this down from the previous reading: "whatever image of the child we have becomes a self-fulfilling prophecy" (Reggio Children, Indications).

So important to look at your own community needs when implementing changes.

I love that this is integrated into the process of learning, giving students multiple means of expression.

I love this cycle of documentation leading to making hypotheses about the direction of the work of children, making parents aware so they can be involved, and helping teachers to understand the children.

Learning to ask questions and listen for the answers can be challenging. Sometimes just using "I wonder..." can prompt exploration.

We can learn so much from the young child. I believe some educators feel that their role is to be the expert and may need permission to listen, observe and learn along side children.

This is part of that community view. We are working together for a better future with and for our children.

I love this term as well as it speaks to me as more of a strength approach.

The importance of having a growth mindset, taking in new information and bringing the new information into practice. "...educators have continued to keep abreast of the latest research in child development and education in other countries. At the same time, though, they continue to formulate new interpretations and new hypotheses and ideas about learning and teaching through daily observations and practice of learning along with the children."

A strong sense of community is needed to support early learning and connect parents as partners in their child's education.