This is a powerful statement

Haven't heard of him, I wonder what he did!

There is an importance to the collective knowledge of humanity

We share this planet together

This makes me wonder how object permanence is tied to perceptions of time in young children. Can young children only make sense of describing things in their immediate memory?

This is such a hard part of teaching! Recognizing when and how to slow down and give time to the children rather than rushing through things.

I think about this a lot, particularly when it often seems in our classes at BJS that we are introduced to concepts through the lens of the preschooler first, before exploring the views of infants and toddlers.

I shared this list of rights with my husband once, and this stuck out to him as essentially the right to a religion. To me it says children have a right to believe in things they can never know, and know things too.

I wonder how education could evolve if lead by individuals who went through an interdisciplinary education as a child themselves were the ones teaching.

I think interdisciplinary work is something education often gives lip-service to, without taking the necessary action to enact change that moves our educational system towards interdisciplinary work, and agree greatly with the idea here that teacher education programs often don't engage with the idea because that would inherently change their own function.

I like the idea that we are working towards an ideal, but not necessarily something that will be reality every day. It will take lots of lifetimes to reach an ideal, but every step we take forward is a positive action.

Can't help myself, but this reminds me of a quote from Harry Potter (from Dumbledore): "Youth can not know how age thinks and feels, but old men are guilty if they forget what it is to be young." Except the idea is that you cannot understand without watching and learning, because you are not young anymore.

We have to observe because it is good for us and the child, though it may be hard...

This is perhaps the solution, to reach out to others and talk about our image of the child

How do we help other adults feel this way when setting up a school? How do we set expectations that allow adults to feel fulfilled in their role?

I am still struggling with comfort with the restless nature of life. It's a difficult thing to be comfortable with.

Not only themselves! When we had some new children join our group, they asked these questions frequently, which lead to other children asking aloud as well.

We need to be intentional in setting our expectations for children, as well as for ourselves in order to meet or create positive expectations for children.

To me this means it is necessary for anyone with a strong image of the child to work to share that image with others

Want to know more about this aspect of ateliers!

My school achieves this via required participation. Do schools in Reggio require participation, or is it just a culturally defined expectation to be involved?

Should we seek to view the child as an individual as well? Or is it impossible to see an individual child when they are entangled within so many relationships? Maybe something in between?

A benefit of a teaching style based on observation and visible learning is definitely the motivation and inspiration it can give educators to engage deeply in their own work and research.

This creates a quandary for American educators. I think in our context cooperation based on a sense of community, while it does exist, might be harder to find than in Reggio Emilia.