documentation for study after learning (not intended to alter the learning path) versus documentation as an integral part of learning (documentation to inform the learning-teaching relationship)

It would be amazing to have access to professional development projects that supported my curiosity instead of pushed the educational beliefs of the district and school. Just like the learning that the children are doing, for teachers to learn it needs to be meaningful and authentic. PD usually supports an initiative or the introduction of a new program, not the curiosity of the teachers and rarely encourages deep engagement with the content.

Children benefit from the opportunity to be engaged actively in the construction of the knowledge not from sitting as passive spectators in their desks as they navigate the connection between curriculum and context leading to the development of a deeper understanding of their own lives.

The view of self is strengthened by the interactions with others. Interdependence is mutually beneficial.

This is the outcome of focussing on program learning, prewritten, mass produced unit plans, standardized testing...the students are expected to sit and get the knowledge leaving little place for the sharing of their own ideas and contributions.

personal meaningfulness

validating their thinking and learning by acknowledging the graphic representations , allows students and teachers to look back on the learning and makes meaning of the representations

This is something we need to be aware of at all times. We see the learning opportunities through our adult lens. When we have a preconceived outcome of the learning opportunity that we are hoping the kids will arrive at we are imposing our bias in order to lead them to that outcome.

We place a disproportionate amount of focus and value on written and spoken language in the traditional educational setting I work in. Observation and documentation offer opportunities to highlight the importance of multiple languages.

This is an interesting way of thinking about these pairs of opposites that I have never considered. What message do we send when we communicate these concepts as opposites and what message do we send when we encourage the drawing of connections between the two. What role does this connection play in the development of the definition of each?

unimaginable in my context

Advocacy for the importance of quality education for all is so important. Continued sharing of a strong, capable image of the child with the public is essential to current reform.

Now more than ever we need to continue to pursue ways in which we can pursue a new and innovative culture of education. The past year has revealed much about the current societal beliefs of education and children. There is much work to be done moving forward.

This is important to consider, we all have had different meaning making experiences. This leads to the development of different understanding. When we listen and observe we can become more aware of these understandings and begin to create a shared meaning making opportunity.

Looking closely at and documenting the process of listening in the group can help make the learning experience that is occurring visible.

Knowledge and skill are the product of individual and shared meaning making.

Curiosity arises from the awareness and desire to test the limits of the meaning/truth we have created.

An awareness of the balance between listening and being listened to is an important consideration for teachers as we tend to spend a disproportionate amount of time being listened to in traditional classrooms.

Theories are challenged, adapted and clarified when we share them. Sharing allows for us to "re-work" our theories as we make sense of our shared world collaboratively. Uncertainties can be clarified through discussion.

Interesting to consider the role that meaning has on the creation and clarification of a strong self identity.

Extending the development of understanding and allowing the opportunity to think about the process of learning.

Creating a disequilibrium leads to a genuine desire to figure it out all the while growing new dendrites and new neural pathways for thinking and learning.

Children can learn so much as they interact with each other.

The teacher has many motivations for providing new occasions for learning all of which are done while maintaining the goal of maintaining pleasure and joy.

This indicates active participation of both the child and the adult that leads to a co-construction of understanding of "the game" perhaps even developing a new game based of new understandings.

I love this! We are there to dispense suggestions that may lead to learning. These suggestions come as we listen and observe the needs of the children.

In order to do this the adults must listen and observe these expressions to try to make sense of them so we can serve as partners, resources and guides and not judges.

These descriptors demonstrate an image of the child that is capable and strong!

I think that in whatever context you are working this is a universal goal of education. the role of the teacher should be whatever it needs to be to meet the needs of the child as a learner.

This alone is reason for early childhood educators to advocate for strong play based learning opportunities for the children in our classes.

This is interesting to consider when making observations. How are we listening to what is happening? Is there depth to our observations that honour the deepness and thoroughness of the listening.

Adult ears and children’s voices. This is a relationship in which adults are present and attentive to the ideas and opinions that are brought forward. The child speaks the adult listens.

The idea that children are empty vessels is so dishonouring, especially when we are considering their assertion of what they believe to be their rights.

This made me think of the difference between summative and formative assessment; the purpose of the assessment and how we use the information collected. Are we acknowledging process or focusing on product?

This discussion is essential and contributes to the types of relationships that develop between all involved, parents, teachers, children. Do all share the same definition of what education means? How does this effect relationships?

Teacher as researcher involved in an inquiry to help students make meaning of their world by acknowledging the information we collect.

responsiveness and adaptability, willingness to deviate from the plan based on need

This is so true! We all, adults and children, come together in an ever changing, dynamic way each day. Observing each other and drawing on relationship can help raise awareness of what we are bringing to the classroom on any given day and the potential this has to effect learning and relationship.

I found this interesting. When does the socializing start? What are the expectations for this socialization? How do you intentionally make this a socialization a continual priority?

Addressing our internal image is vital to acknowledging the bias that exists as we interact with children. It may remain implicit until we acknowledge that our thoughts may impact our behaviour.

There are truly so many valuable results that come from through documentation for teachers, parents, students and the greater community. Documentation reveals to the students that their learning was seen and valued.

I like the idea that parents are not just included but they are co-responsible partners and their participation is expected and supported.

The notion that all children are capable of learning is central to the philosophy of Reggio Emilia. The inclusion of children with special rights as contributing, active citizens with rights was a meaningful idea for me.

Through ongoing observations much can be learned by both the teacher and the children about the learning that is happening and how to improve our understanding of that learning.

This indicates that the work was not easy. It required hard work and effort to achieve what they did. Advocacy for children's right to access quality early childhood education is still needed in my context.

The fact that it was started and built by parents indicates the level of commitment they had to the success of the education system. This is a much different process than in most places and may reflect the lack of parent involvement and the perspective from their part that they are not part of their child's education.

The origin of public preschools was not a simple or straight forward journey. It required active and effective advocacy. For me there is still a great deal of advocacy work to be done to achieve access to high quality early childhood experiences.