Organization in the classrooms and schools definitely make it smoother for the school to run. Strategizing on where educators should be put in teams are also important to ensure that children are having a meaningful and best experience there can be in their own schools/class.

I think that when traditional or most academic schools focus too much on the tasks and lesson plans, they forget that children are humans too and need connection with their teachers

Building relationships with children is tremendously important. I think that it is constantly evolving relationship that when it has a strong foundation, it has an even more lasting impact on the child.

This is highly important. I share this with families during meetings that there is more to children exploring materials. What we may see the children doing are just tip of the ice berg, and that there could be more to it. This helps parents to begin wondering what is it that their child is interested in.

Absolutely true!

Yes! I feel that this helps children to have that awareness that others may have different thoughts and ideas and seeing other people's perspective. This can also lead to brainstorming and coming up with a cohesive plan coming from each other's perspectives.

I love that families of different cities, culture, and nation were included. I feel that asking for their perspective definitely adds depth into this project and seeing the city in a different angle.

process and not product. I love reading documentations, having an insight to children's minds is amazing!

Having a mini atelier in an infant room is a big help to do small groups and really focus on the children in making their own discoveries and executing their ideas. They can showcase their capabilities. I hope to use more of our mini atelier in our school.

An adventure waiting to happen and a mystery waiting to be uncovered. Love this!

This is something that I have started doing with my toddlers, and it seems to work well most of the time, which is amazing! It goes back to the question on, how will they learn if we do not let them try?

This is my initial question as well, when do we intervene to provide facts? When they approach us for information? Or do we let them continue their research and have them discover it themselves? How does it work for younger children, toddlers?

I agree, this seems highly important too because our responses and actions affect children's responses as well.

My infant/toddler class loves seeing their videos and photos projected on the wall. They begin naming their friends and tell stories of what was happening in the images/videos.

This is a great idea to invite families let them get involved. Especially if there are family members who are more knowledgeable about certain topics or a professional of that inquiry topic.

Looking forward to these meetings with preschool children! They definitely do have great ideas and observations. I love hearing their thoughts, which spark their ideas and challenge us educators as well.

When the children brainstorm like these, and continue to do so without seeking information from an adult, at what point to we tell them of the facts? Do we join in on their conversation and share our thoughts or do we let them discuss until they seek us for answers? Do we even provide the facts or have them discover it on their own research?

I feel that this is not just a teacher's role, but also adults within the child's community.

This is really important. We want to help raise children who can stand up and speak for themselves. It is their right to be heard.

As an educator, this is important for me especially with the Reggio Philosophy, because we want to make sure that there is partnership between the family and educators in helping and supporting their child with learning. This is also helpful to allow the children to have consistency. I enjoy sharing with the families what I know as an educator because it is helping them understand their child better.

I like how it does not limit a teacher to one role only, but it could be many things. It also allows growth for the teacher.

I feel that when infants in my room, cry, coo, giggle, laugh, or even just look at you, they are telling a story, they are trying to communicate something

This is their right, it is their body. We, as adults, have to respect that.

Yes! I do hope that more children in this world would grow up having fun learning. Or sometimes just be a child.

It is truly amazing to hear children say this. When children are given a chance to be heard, it never ceases to surprise us, adults. I love their compassion and empathy for others and their views of seeing everyone as their equal. It really is sad that our biases and anxieties about the world as adults greatly influence the children's views of their world. If adults could look more through their lenses, it must be a wonderful world.

This reminds me of that phrase from pg. 2, "Of course not all children are the same — each child brings a part of something that’s different into the school."

Each child brings in different knowledge and ideas to class. I love the collaboration amongst children and how they share knowledge with one another. Hearing them share with their parents that they learned something new from the peers is amazing.

This is absolutely true. Some children explain the process of what they are doing and they really want to see you pay attention. I have seen children huff at having to repeat what they have said because we do not pay attention, which is also similar with adults.

School can never be always predictable. I love the impromptu activities that happen in our class. It throws me out of loop sometimes, but it keeps learning more intentional, meaningful, and interesting. Most of all, it is child led.

Children are very perceptive and observant. They really do understand things way more than we, as adults, give them credit for.

Child-led curriculum. Observing the children's interest with the materials. Listening to the ongoing conversations with the children. Sharing observations with the other educators and making a plan on how to move forward with this interest.

All children should be viewed as active citizens with rights and children with special rights. We also have to view them as capable learners.

According to the Hundred Languages book, Loris Malaguzzi heard about women in a village building a school from bricks and remaining structural materials from the war and went to see it for himself.

From the beginning, it seems like one of the core values of Reggio Emilia are cooperation and participation. It reflects the history of their schools and the works of their community in contributing to the children's learning in their city.

With great effort from many individuals, public preschools and infant/toddler centers are established. They are publicly funded, and are considered to be necessary to provide high quality education and care for young children.