This is powerful. Delivery children a curriculum that is not authentic to their questions, context, or that don't delve below the surface of a child's capacity leave a child uninterested in learning and thinking deeply.

I really enjoy the emphasis in this course on curriculum being developed not delivered.

This reminds me of the work I am doing now. We are using a public park as our classroom and have had many community members stop and ask us about it or express their gratitude for us being in the community.

I love that through our work, we can share with families and other educators our image of the child and help them to revise theirs. I wonder how we can expand this outside of the school bubble of teachers and families but to the wider community as well.

I really enjoy this idea of spiraling learning and shared control. Doing this requires such skilled listening and respect for children.

One of the most wonderful parts of our work for me is the returning to the simple joys and finding amazement in the world.

Yes. We need a shift in culture in our image of the child and the the image of the teacher. Schools can not integrate this way of learning without understanding the complex way of teaching and the resources, training, and time they need.

This is so true and such a cultural difference. We need this shift in thinking about the role of the teacher in order for our field to develop. Teachers need to see themselves in this way.

One of the greatest lessons we learn from children

This is so important and something I am always feel push back against from administrators

We often think of the 100 languages in terms of the materials we offer children to communicate, but I love this article's emphasis on the importance of listening to 100 languages as well. It's an exchange.

I love how this concept of consent comes up in a variety of contexts. Children always have the right to say no.

I love how the teachers tuned into the what they heard the children saying. I'm interested in having conversations with my students about these topics, but want to listen to them for how to start.

This is interesting to think of in the perspective of the child. I know it is valuable to observe children for many reasons, but I never considered that being observed may feel important to a child.

This is a discussion that would be worth having yet again 27 years later... or for the first time in many places.

I feel early educators are often undervalued in society in terms of their intelligences. Just as we advocate for child as capable, we must advocate for teacher as capable and deserving of better education, compensation, and resources.

I would like to think more about how I can create an environment that is more fluid and grows out of my relationship with the child.

My favorite part of working with young children. We get to learn and experience the wonder in the world along with them. I find myself in a constant flux of observing, learning, reflecting, and unlearning.

So glad to hear that the educators in Reggio are inspired by many of the same scientists and philosophers!

What needs to change in our culture for more people (not just educators) to be advocates for high-quality education?