The concept of a shared understanding of a teacher's role is powerful, especially within the field of ECE where the teacher's work often feels undervalued by the larger education system. I wish there was more of a focus on early childhood educators and the critical work that they do in helping children to grow and learn.

Yes! I love this description of our orientation of time. I feel like I am always so focused on what I have left to do, what needs to be done, when they are due, etc. Children, on the other hand, are so focused on the present, which is why being around them can help to ease many adult anxieties (even temporarily), as children help us to also be attuned with our surroundings, senses and environment in the moment.

This also really touches on the organic and unplanned moments where children can share their understanding, but it is not necessarily prompted from a teacher facilitated lesson. It takes an attuned teacher to really capture what children are communicating in the above conversation between the three children.

I really like the examples they gave of teachers' attempts to understand more about children's rights. I appreciate that there are examples of teachers' trial and errors, as I can also see myself, with good intentions , carrying out a similar interaction with children to gather information about this complex topic.

"Magnitude"- I really appreciated this word to describe children's competence and capabilities, especially in thinking about a complex topic such as an individual's rights. I don't know if many adults could even come up with the breadth of rights like these children did. This also made me wonder about the teacher's role--what questions did they pose to the children and in what contexts-- to be able to allow children to come up with responses that are so deep and meaningful.

I love all these descriptions of the many different roles of the teacher and the analogy to all the parts of a play. Teaching is an artwork and it is a constantly changing role, often minute by minute, scene by scene,

This comes from being present alongside children's wonder, asking questions that allow them to look at the world in another way, scaffolding their learning to aid them in finding answers to what they want to know..

"We don't want to teach children something that they can learn by themselves". This reminds me of a saying I heard (I don't remember the exact quote) that when you teach a child something that they could've done on their own, you also take away the child's joy in discovering what they know or are capable of.

I love the idea of being flexible and open to experiencing the unknown. I think it brings about the feelings of wonder, curiosity, and joy that children also experience as they are learning about the world. I appreciate that this article also acknowledges the complexity of this. As a teacher, we want to be intentional and make a plan for what the children can learn (often because we, as a society, value concrete evidence and results). When a teacher participates in the unknown with children, the teacher's role is more complex because we have to define their learning, experiences, and outcomes in different ways that often are not standardized.

In addition to learning with the children, I see the learning within adults as a parallel process. While the children are exploring their world and environment, formulating their own hypotheses and ideas, teachers are also making their own hypotheses about how children are

This is the first time I have heard this term "special right" as opposed to "special needs." It puts another perspective of children when considering their rights vs their needs.

In addition to learning with the children, I see the learning within adults as a parallel process. While the children are exploring their world and environment, formulating their own hypotheses and ideas, teachers are also formulating their own hypotheses- what children are learning about, and what hey can provide to enrich children's experience and interests so that children can continue learning.