I feel that this is very often either missing or squashed by administration.

This reminds me of my first "real" job at the brand new John Hancock corporate child care center in Boston. We taught as a team of three, and our personalities were very diverse, which I believed offered the children a rich mix of adult connections.

I love that art as a language is offered to all children- though not all of them will find a connection to expressing thoughts and feelings in this way, for some it will be just the perfect means.

I love that all spaces inside and out of a school are considered learning spaces. A classroom isn't the only space to gain knowledge from!

You can't document without observing, and there is no point to documenting if you don't intend to interpret what you have documented. I sometimes feel that some of the documentation required for our PLC meetings and data trackers are uselessly filling a requirement, as it is not data that we as teachers are focused on interpreting for future learning. It is simply required by admin for other purposes, which is frustrating when it takes time away from the real work in the classroom.

Children tell us so much through body language, facial expressions, and actions. It isn't just spoken word that expresses thoughts and feelings.

The importance of these questions is reflected in kindergarten state standards as well...asking and answering questions.

I don't feel that American teachers are trained and prepared to accept such forward and open critique of their work. In my experience, critique usually leads to defensiveness, and feelings of being "caught" doing something wrong by admin.

We have many, many small group reflections of our work with my team members and admin...the difference is that we have not worked with and observed the same group of children. We each come to the table with thoughts about our own 22 students, which does not lend itself to as rich and meaningful of a reflection as I imagine the RE approach would produce.

I love this concept of collaboration. Although I work on a team of three teachers and we work closely and collaboratively each and every day, we do not work in each others' rooms- we teach within our own classroom of 22-25 children. I would love to collaborate with someone who knows the children in the class equally as well, can see things from a different perspective, and can plan and move things forward together.

I like the idea of knots- a problem that stops progress.

I would love to observe the morning meeting routine...the development of ideas, where they came from, how the teacher, encourages exploration of the idea, and the activities that follow.

Our Bridges Math curriculum attempts to reproduce the idea of spiraling- introducing, revisiting, then revisiting some more.

According to the Tier 1 approach of lesson delivery required by my school, I have become an "expert" at the guided learning approach to teaching within a mini lesson. This makes me quite sad, as children's learning through discovery and exploration is so much more powerful than being shown how to do something.

Children are not seen as bystanders who are only allotted certain times for speaking/learning. Instead, they have the same rights as adults as to being part of their social and physical environment.

The idea of slowing down is one that nags at me all day...with tight time tables for delivering curriculum, I often feel that I am not truly communicating with my students as I can't stop to share real thoughts. I would love to see this change for young children.

I have come to appreciate how many languages children speak in as I work with ELL students...some of my kids speak very limited English, so I use all my senses and attention to hear what they are saying.

Teachers should talk less and listen more. Children have more control over their learning, interests, and pacing when they guide their learning. Lessons are particularly flat when children don't buy into, and find interest in, the curriculum.

Need to start each year with relationship building- earning parents' trust. I find it so much harder to build community with families if you don't start off the year building a positive relationship.

Our kindergarten team has worked very hard to preserve the 20 minutes of "play" time at the end of each day, as we recognize how much children learn when given the opportunity to just be with other children. Especially important for ELLs...play provides common, comfortable ground for them to relax and work at building relationships.

This related to what I mentioned above- the struggle of imposing adult time frames on the learning of young children, rather than allowing them to explore and learn according to their interests and attention.

Importance of process rather than product. Being in the moment instead of worrying about producing something.

This is a constant struggle at my school- admin would like for everything to run like clockwork with math, reading, writing all starting and ending at very precise times. But this does not allow for the unpredictable nature of 22 students and a teacher working side by side during a day.

Community Circle takes place in my classroom after breakfast and it is a time I allow for questions, comments, and discussions about the kids' lives.

Rather than "clean up time" between every scheduled activity, children are allowed to continue their learning through revisiting projects, changing and rethinking, and experimenting with their creations.

I loved seeing paint, paper and easels in the outdoor spaces.

I'm curious how documentation guides teachers' planning- at this point I don't really understand the underlying ideas of curriculum or what guides learning, so it is hard to envision the process of teacher planning.

I wonder how the pay structure for teachers in Reggio schools compares to that of teachers in US preschools? Such an important job!

This is an idea that is so powerful- the use of space as a learning tool instead of just a place within which the learning occurs.

So refreshing to partner with parents instead of seeing them as a hindrance and pushing them away from the educational setting.

I love that in the Diana School video 5-6 year olds are still learning through this image- that they will best learn through curiosity, negotiating with the environment, constructing their own learning, etc. In my work with 5-6 year old public school kindergartners, it feels that much of the wonder and curiousity has been stripped away in favor of strict curriculum and assessment regulations. I'm interested to know what Italy has in terms of equivocal CDE standards, and when they feel is the appropriate time to start implementing them.

How cool it would be to live in a place where the community members have a common interest to grow and care for their youngest members, and do so in such a shared way. Our society generally feels so fragmented and divided when it comes to education, and rather than being the responsibility of the community, it often falls to the school staff to do all of the educating.

I love the idea of families in the community recognizing a need, using readily available resources, and coming together to create a mission based service that would benefit all in their community.

Does this mean that families don't pay childcare costs directly?