This wondering shows that this field is always changing and it's important to embrace that change rather than stick with something that worked in the past just because it used to work that way.

I love this mindset. It's so important to learn that not everything is going to be easy but that doesn't mean we can't learn something for it that we can like. I love seeing children finally find excitement in something that once caused upset.

There are countless ways to express yourself and it's so important to teach this to children at an early age. It's okay to do things differently than your friends and what works for you might not work for someone else and that is okay.

This is so interesting. Do all schools in Italy guarantee this? I'd imagine there are a ton of benefits to staying with the same teachers for three years. I once had a class for two years in a row and there was such a strong sense of community and we were really able to dive deeper into explorations because we had such a strong foundation and we didn't have to "start over" at the beginning of the school year.

It's so important to invest in teachers and help them find ways to feel valued, appreciated, and professional. Teachers should be provided with professional development so they can keep up with best practices to support their students.

Seeing the "rules" that were included, it's clear that they were designed fully with the image of the child in mind and in thinking about what is best for the child first and foremost. It would be great if these same "rules" were as valued in the US. I think we're getting there at my school, but we definitely still have a ways to go.

This act supports the idea that children are full members of society and can participate in "adult-like" activities and should be treated that way.

The idea of a laboratory that "atelier" encompasses gives so much more depth to the space. An "art room" is very limiting in its name and based on the hundred languages, children deserve a space that won't limit them.

I love that it says "attempts at answers" rather than answers. The answer is not the important part. What's important is the process in obtaining and answers, and this way of phrasing really emphasizes that idea.

I have always thought of documentation as a way to make learning visible. I like this shift in thinking about it as visible listening. Definitely an interesting take on it and something to think about!

I love this idea of learning and listening in a group context and the importance of this. My co teachers and I try to encourage expressing differences as well as being receptive to differences in our classroom daily, and usually try to prompt a dialogue that lends itself to this idea during our morning meeting, when our children are all learning together in a large group.

I feel that often, adults are "too busy" and are preoccupied with so many things that they can struggle to remain fully present. I know that I sometimes struggle with this and I actively try to remain in the moment so I can be there for my students.

This statement reflects the idea of the competent, capable child. By demonstrating they have a voice and want to be heard, children are considered full members of society with rights.

This is so important. We always try to encourage the students in my class to share their own opinions, even if they might not be the same as those of their friends.

Creating a dialogue as opposed to shutting it down.... so important!!!

This reminds me of the hundred languages of children. Just as there are multiple ways for children to express themselves, there are multiple ways to really listen to these expressions.

I love this idea of "shared meanings". The teacher/student relationship in Reggio settings is so unique and really emphasizes co-construction and a balanced partnership. In order to obtain these, shared meanings must be created.

Very similar to other articles we've read and the idea that just as our students learn from us, we as teachers can learn so much from them. This idea of help is very powerful now more than ever. My school has been closed for a week now and we have been having zoom calls with our students. I know it has helped me navigate through what is happening right now and I can only hope that it is helping my students as well.

Based on this initial idea, I think it will be very meaningful to read this article now in another time of uncertainty where I know I myself am overwhelmed with thoughts and questions.

This shows the importance of modeling. As opposed to doing it for the children, she is showing them skills to enhance their own experience.

We constantly encourage in my classroom to express their own ideas and that there are no wrong or right answers. We encourage discussion of different views in hopes to teach the children to feel comfortable sharing opinions.

It's an interesting idea to think of conferring during lunchtime in front of the children as a way to model open communication. While I see this side, I also feel that then the teachers aren't fully present for the children, as lunchtime is an important time for child/adult socialization.

This is definitely a constant struggle. I tend to lean on the side of waiting it out because I have noticed most "knots" tend to work themselves out through the children's problem solving. There are however times I do intervene, usually based on observing the situation and noticing that lots of upset is occurring, causing the problem solving skills to be hindered.

We have started doing more audio and video recordings in my classroom through a program called Seesaw and it has really helped with documentation. During parent/teacher conferences it's been a very effective way to make the learning visible to the parents.

It would be amazing if all parents could see what their children are truly capable of! I feel that sometimes when we try to partner with parents, some are so onboard while others are more hesitant to work with us in the context of their own home. It's very frustrating at times.

This is important for me to remember. I sometimes feel that my days are so repetitive and that my students do the same thing everyday. This is a great explanation of why revisiting is so beneficial to learning.

i actually had a similar moment to this today! While outside this afternoon, a couple of my 4-5 year old students both the sun and the moon in the sky at the same time. They were so excited to see this and a few children asked if they were friends. Another child wondered if the sun was mad at the moon for coming out in the day instead of the night. It was so fun as a teacher to ask questions and continue this wondering with the children.

I think this is a really powerful statement. If you yourself don't have a good understanding of a child, how can you really teach them to the best of your ability? Something to think about...

This is an area I would really like to continue growing in. While I feel confident in my abilities to observe and get a sense of the children, I want to push myself to take my documentation to the next step and become a better "researcher" when it comes to the children in my classroom.

Of all the roles included in this list, I think that this is both the most important and most difficult part of being a teacher. Having a strong partnership with the parents helps create consistency for the children and encourages a home/school connection. If the parents aren't educated or engaged, this is so much more difficult to do.

Relationships built in the classroom are so important to forming a complete image of the child and enhancing their learning.

I love this idea of companionable peers. I feel that while sometimes children can learn from more capable peers as the ZPD states, some children can actually be intimidated by more capable peers and tend to shut down when trying to work or play with them. These children would probably be better suited learning from companionable peers.

I think this is such an interesting concept. I definitely believe children can learn so much from each other and it's great to see children observing other children to see their capabilities first hand.

I always try to have debriefs about sharing right after the argument occurs, as long as whoever is involved is in a good headspace to handle a conversation. If body language is showing that someone is unavailable to have a productive discussion, I hold off a few minutes, but try to still do it while it's fresh.

This totally speaks to the idea of the competent, capable child. Even if it would have taken longer, this time is still valuable because the children are gaining independence.

This is such an interesting connection. It makes complete sense when you think about it in terms of adults most commonly expressing themselves with words and children most commonly expressing themselves through play.

Children so want to be independent and it is sometimes difficult in a world that is designed for adults. I love that the child here wants a sink on the floor so that this child and do a task without asking for help or depending on someone else. We always encourage independence in my classroom and try to have as many accessible materials (low shelves, low sinks/toilets, toy zippers/buttons) to promote this type of growth.

I have unfortunately heard children say that their parents or certain teachers don't like it when they're mad or sad, and it breaks my heart. Children need to know it's okay to feel however they want to feel. It's our job as teachers to help children navigate these big feelings and understand they are normal and that there are strategies we can use when we feel these ways. It's also important that we help to educate parents that it's doing their children a disservice to shut down these emotions and feelings.

This is why it is extremely important to be present in the classroom. Children communicate with their entire bodies and if we aren't fully present, there is so much we as teachers can miss out on. We must always been looking. listening, and on the children's level when engaging with children.

This is something my co teachers and I have recently been experiencing a lot in our classroom and sometimes struggle with. While I agree that wrestling and play fighting can sometimes be beneficial for gross motor activity and children who seek sensory input/output, there is a very fine line between when the play is fun and when it becomes not fun. We have been trying to think of ways to have a dialogue with our children regarding this and some language to use in our classroom so everyone is on the same page.

I loved reading the list of rights created by the children. This one about choosing how to eat grapes especially stood out to me because it can be looked at in the broader sense that children have a right to make their own choices. This right speaks to the uniqueness of children and how they are capable and empowered to make their own decisions.

I love that the teachers asked the children about rights rather than just telling them what they are. I also think it's great the teachers used such real language by using the actual work "right" as opposed to putting it more into "kid-friendly" terms. It shows how the children are valued and treated as full citizens.

There is nothing more powerful than the imagination of the child. We are constantly encouraging the children in my classroom to let their creativity shine and to use their imaginations through play. During morning explorations, we usually have a table with recyclable materials, scissors, and tape to just let the children create. It's amazing the things they come up with!

From the beginning of the school year, it's important that parents feel a strong sense of trust, comfort, and love. We know that the partnership between teachers and parents is very important in the education of the child, so we actively need to make an effort to forge this positive relationship early on.

I love this metaphor! It's a great reminder of all the hard work we do as teachers, taking on so many roles that are all important to promote growth and success for our children.

I totally agree with this and believe this is why it's so important to create a strong classroom community. At my school, most of the children in my 4-5 year old class will go to school together through 8th grade. Forming strong relationships now will hopefully lead to lasting bonds. We work really hard in our classroom to encourage the children to form relationships with each student and help facilitate conversations and actions to do this.

I consider myself a lifelong learner and I learn so much on a daily basis about myself from my students and the other teachers in my room. It's so powerful when everyone in classroom, both teachers and students, can learn from each other. I love that Reggio encourages this type of relationship between teachers and students because I feel that everyone always has something to learn and that everyone can also teach something to others.

I feel that this is such a great reminder. It's sometimes so difficult to not judge and compare children to one another, but we have to remember that each child is unique and on their own journey. There is nothing to gain from judging, whereas there is so much to gain and learn from observing.

I see this all the time in my classroom and on the playground. It's a great reminder that children learn so much through the process and so many times the final product is just the means to an end.

I love this idea. While education is important, without health and happiness, education cannot exist. If a child isn't happy about coming to school or a child isn't in a physically or mentally healthy state, education is not the main concern. As teachers, we need to promote health and happiness first.

It's sometimes so hard to take a backseat and let the children's ideas truly shine through, especially for those children who sometimes need a little push. I want to be excited about what the children are doing and collaborate with them, but I have to remind myself that sometimes the children need to work through things on their own and not be influences by my own ideas.

I try to remind myself of this on a daily basis. If life were the same and easy everyday, it would be boring. We need to embrace discomfort and work to find comfort in whatever life throws at us.

Flexibility and willingness to go with the flow are things my co teachers and I really value and try to encourage our students to value as well. No two days are ever the same and while routine and structure are important, I think it's just as important for children (and adults) to learn how to accept change with an open mind.

This is such a powerful statement and is so important to remember before we judge someone. So many times we are quick to judge others, some of these people in a school setting being children, parents, co teachers, administrators, and we need to take a moment to think about this... what could have happened on the way to school or the night before? There is so much going on that we might not know about, and this sentence is a great reminder of that.

I agree that children are very intuitive in this nature. I feel that sometimes the children in my class can identify my emotions before I can! Because of this, it's so important for me to be honest and authentic with children in my own practice.

I feel that the "environment" here refers to both the physical space of the classroom as well as the makeup of the people (students, teachers, family members, etc.) that are involved. Without one of these, I feel that the environment isn't complete. Both aspects are needed to create a successful environment for the child.

In my classroom, we recently made our own ink using berries and vinegar to support the children's interest in markers and why they kept drying out. It was so interesting to see how they started using our materials differently after making it for themselves.

My co-teachers and I try to make time each day to discuss our observations and wonderings. We also have open conversations with our students about what we see their interests are in the classroom to involve them in our planning.

I feel that I learn just as much from my students as they learn from me. I love this idea that the learning experience as a partnership - I feel like it places high value on the children.

One of the areas I struggle with every year is classroom lay-out. I'm hoping to gain some insight as to what some effective ways are to design a classroom that will give my students the best possible chance at these ideas.

Forming strong partnerships with parents is so important. It's so rewarding when you can work together to best support the child and really encourage a home/school connection. We regularly invite parents into our classroom in order to help us form personal bonds with them so that we can forge a relationship that can be open and honest.

I think this phrase is extremely powerful and I hope to see it more widely used in the future. It supports the idea that all children are unique and that there is nothing wrong with being different.

I have always loved this idea. In my classroom, I try to foster as much independence as possible and speak to children in a similar way that I speak to adults. Children are so much more capable than we think, and I feel it's our job as educators to encourage all of their capabilities and encourage others in the community to do the same.

My school recently finished a large addition to the building and parents were involved in many steps of the process. The was a parent committee dedicated to researching ideas for the new space and how it can best reflect the needs of our children and the community. It was a great way to build connections to their children's learning and to partner between the parents and the faculty.

I believe that education and care go hand in hand when it comes to teaching young children. If the care provided by educators is not there, in the form of trust, strong bonds, and comfort, children are not available to learn and receive quality, meaningful education.