This is something that we have been grappling with as we have been in dialogue a group of parents who came to an agreement that our distant learning needed to be more entertaining and to fill up more time. The issue of entertainment vs the search for deeper meaning is something we keep in constant dialogue about as a team. It was so good to read this here.

This reminds me of what Alison Maher said about the difference between covering the curriculum and uncovering the curriculum.

This speaks to me of stripping away a child's right to live in the moment, to embrace childhood, and instead, to be measured based on a set of predetermined outcomes imposed upon them. I am also considering this in relation to the "white supremacist models of education" and how these are being imposed across the board and taken as the definition of success.

This is so powerful! Malaguzzi did not just advocate for the importance of expressive education but revolutionised and cemented its place in schools.

This is beautiful.

Linked to above as embracing our subjectivity also means a responsibility to being aware of our biases.

A reminder to embrace our subjectivity.

This really provoked me to reflect.

I am learning that children know when we are genuinely curious and that, while being open about our own doubts and uncertainties is something that some of our children have seemed to need time to get used to (maybe they are not used to the adult NOT having the answers), that, ultimately, this will lead to a culture of research and the joy of discovering things together.

A stark contrast to the idea of transmitting pre-determined lessons to meet pre-determined outcomes.

This feels so pertinent in light of the pandemic. I have always admired the spirit of hope that exists in Reggio Emilia and these words elevate the powerful image of the child as well as of ourselves as reflective and dynamic adults.

This speaks to me of the importance of going beyond our own egos, to focussing on shared goals.

Again, learning to be comfortable with uncertainty and the unknown!

I appreciate this section of offering suggestions on the stepping in and out of learning processes and experiences with the children.

I appreciate so much the element of 'time' being reflected here- being able to engage in this sort of dialogue with the children speaks, truly, of the allowance of time and a focus on processes. There is no rush to reach a certain outcome, but time for ideas to be explored.

So simple yet so important. This is a line I plan to repeat in my head everyday.

This is a really important point which I hope to bring up with my children as we discuss about rights.

I really appreciate these questions about the ZPD to include the social elements of learning.

This reminds me of 'The Pedagogy of Listening' and how it is important for us to tune in to both the verbal and non-verbal forms of communication. I am also reminded of something Suzanne Axelson shared at a play summit recently, that we advocate for children to have a voice, but this will only happen when adults truly listen. When we listen, children will have a voice.

This right really stood out to me as my children do talk a lot about death and, initially, I recognised feelings of discomfort within me when they did. I am continuing to learn how important it is for children to have the right to discuss or express topics which may sometimes be 'taboo' or just difficult, through words and play. I love that this is inside the charter. We read through the charter in class today!

What an important statement to reflect upon. I have never viewed the observation process in this way, where by observing a child with full attention can make a child feel happy and valued... and here, the important reminder that observation should not feel like judgement. We can use the process of observation to create feelings of joy OR feelings of discomfort, depending on our mindset.

I love this so much as it reminds me that we are all real and that education can be a more natural part of life. We strive to be respectful listeners of children's voices, but this reminds me that we need to listen to our own inner voices to, to take care of ourselves, as our connectedness and intuition will be able to guide us and, possibly, make us feel comfortable with flexibility and the unknown.

The whole basis of pre-determined programmes, curriculums and outcomes which are based on assumptions of the abstract child is completely thrown off balance here. Being able to design and propose experiences around the real child, with the child at the core, in a respectful and reciprocal relationship- this is when education can become a part of real life and hold much deeper personal and social meaning.

Yes! I love this. In particular with children who are not communicating verbally due to their age or preferences, being able to express themselves through the use of media and symbolic languages is so powerful.

In our team, we always try to ask the question: "What are our intentions?" When we work with intention, even when we are uncertain about the outcomes of our proposals, reflecting on the initial intention can help to guide our next steps. Said simply, I think there is the potential to show great love and care through our choices of materials and the organisation of our spaces.

Im curious as to what this word means to you in this context?

Such an inspiration! When ECE becomes a 'public concern' and receives the funding it deserves, then high quality ECE can become accessible and not just a privilege.