such a beautiful question. using the world "help" indicates the teacher as a guide.

I haven't used the word ethical in reference to the philosophy, but this truly makes sense

this is something I need to work on as a professional.

I find that my colleagues have differing levels of comfort with change. Change has been constant in my professional and personal life so I find that I embrace change more readily, but I need to acknowledge that my peers might be more comfortable in the status quo.

I wish I had this article before I submitted my thesis! the idea of parts forming to create a whole is so valuable.

this capture the spirit perfectly

the power of relationships! witnessing connections in the infant wing was so wonderful to see my first year teaching.

this is incredibly true of practicing this philosophy and being with children in general.

These suggestions for the practical element of developing a project is very helpful. The idea of using "thematic folders" feels like a great action step.

such a great framework for understanding how to approach a school-wide or community-wide project

great inspiration on determining a project! Now that COVID restrictions are changing, more collaboration might be possible in my context.

I often feel such an urgency as a teacher, but as I learn more about this philosophy I am seeing the value of slowing down and being more intentional every step.

refreshing statement. I find this poignant for both teachers and learners.

Complicating the learning! so enriching for all involved.

I am so captivated by moments like this. It serves as a way to make the work visible to and integrated with the community. I'm inspired to translate the idea to my context.

This is so true! An open ended question sparks so many ideas and theories from a child. That curious and inquiry-focused spirit is infectious.

I believe this wholeheartedly

instigator of conflict, discovery, knowledge!

Sharing video/photo montages with children and families was one of my favorite ways to "make the learning visible" this year. The children's excitement and pride to see their work is incredible.

This seems to disrupt the way teaching and learning unfolds in a typical American classroom.

Being attentive to the rhythm of the class is so challenging for me. I often miss threads of their learning or overemphasize/misconstrue what the children are actually seeking. I imagine through a more developed documentation/reflection process these skills can be refined.

The zone of proximal development!! I appreciate that the language reads "borrow assistance" rather than need help. This portrays the child as temporarily using adult guidance to reach that next step, and the child will continue these actions without assistance in the future.

Something that I noticed in my practice this past year is that my approach and demeanor changed as I assumed the role of a lead teacher. In previous years, I was a member of a larger team and often found my place based on the styles of other educators. It has been interesting to ebb and flow with the children this year and develop a partnership with just one other teacher.

This provides such a powerful framework for the child's role in their learning journey.

This is my absolute favorite quote from the 100 languages of children. When I first read it following over a year of practice in the classroom, my understanding of my many roles and responsibilities expanded. The words so brilliantly captured how nuanced the role of the teacher is, and the myriad of ways teachers can support, inspire, critique, and celebrate learning.

This is so important! This coming school year, I will have a nonverbal child in my classroom. I am thankful for the time this summer to think of some ways to become more inclusive as an educator and classroom to support this child and allow their voice to shine. Additionally, I think another part of this conversation is helping peers and other families value all types of communication and "languages" rather than following a typical hierarchy.

I find this "right" very thought provoking. I think often in ECE we focus on "walking feet" inside the classroom and try to encourage children to save running for dedicated time or outside play. I love the idea of supporting children to understand when it's safe to run. Personally, there are moments when I run/walk quickly in the classroom, and I am sure other adults have those moments as well. This happens when I need to intervene for safety reasons or prevent something unpleasant from happening. I use that urgency sparingly, but I am recognizing that helping children understand when faster movement is appropriate, safe, and/or warranted might be a more nuanced way than the "walking feet" trope.

I love this title!! When I first started at a Reggio-inspired school, it was challenging for me to tune into what children were communicating. This skill is incredibly important.

I really struggle with adults who have a deficit view of children. I often see adults stepping in or helping children with tasks that the child can reasonable do independently. For adults, stepping in to help feels like the caring thing to do, but by scaffolding skills and offering encouragement children can feel empowered to take on small and large things with their own actions.

The nuanced role of the teacher within the Reggio framework is probably the most enjoyable, albeit challenging, part. Because of the many roles, I try to take the time to be reflective after facilitating an experience or project work. It can be difficult, but I am careful not to impose my own ideas or interests on the children. I am learning from their actions and thoughts in front of me to inform the next move.

There is so much value to children learning from their peers, in every area of development. My current Pre-K class is comprised of 10 very unique children, 18 month age range, and different strengths developmentally. However, the children learn so much from their opportunities to share experiences - both planned and organic. Their range of strengths and challenges allow them to support each other and be inspired to master new skills. It means more to them to have these shared moments with their closest friends, rather than only collaborating with teachers.

Since the philosophy was built in a context, any meaningful implementation of these values would need to be reflective of the unique context. The values and overall practices can inform a Reggio-inspired classroom, but it would be unique to the school system, the community, and the members of that classroom.

In socioconstructivism and negotiated curriculum, the teacher is not the all knowing expert. The teachers and children exchange ideas to develop theories and projects in a way to honor the strengths and interests of the group of individuals.

In my own practice within the Reggio framework, the language of "special rights" has been so helpful to alleviate parental stress over conversations about development, assessment, and services. It takes the language out of the deficit, and it places the emphasis on the child's right to supports for success.

It is clear that educators in Reggio and influenced by this philosophy around the world are not stagnant. This paragraph notes how existing understanding is stretched and reformed, while at the same time the educators seek the newest practices and research.

This spirt of mentoring and educating other educators and the public relates to what I've learned about the Boulder school thus far. Teachers within the Reggio framework can elevate the profession in this way.

There's a really beautiful quote in 100 Languages by Loris Malaguzzi that the adults who created these schools were not "saints or heroes," but rather ordinary people. Their investment is inspiring.

The schools of Reggio place a serious value on the care and education of the youngest children. In the US, the focus on learning and experiences comes much later, and the compensation structure for teaching different ages often reflects this as well.