Not a "How to" but a frame of mind.

I like that the Reggio Emilia approach connects these "opposites."

Exposed to and learning new modes of expression instead of the focus being on following directions.

I am reminded of our lack of continuity, with children transitioning to new classrooms and teachers every year, and making a major transition at age 5 to kindergarten.

This is inspiring--sharing children's work, not only with parents, but with the community--to engage the public in education reform.

I love this way of thinking! Instead of multiple modes of teaching that we often hear.

Teacher as a learner.

This was a big statement to me. Eye opening in terms of listening to children. Their interpretive theories must be communicated and listened to by others.

I think finding meaning in something is the essence of learning. If there is no meaning, the "learning" (if we can call it that) is soon forgotten. I appreciate the question about how we can do this for ourselves also. This places us a co-learners in the classroom, also given the opportunity to find meaning.

Listening also helps us as teachers--develop professionally and grow in our practices.

A wonderful example of supporting growth while supporting and encouraging the child...nudging but not pushing.

In my new role as new special education teacher at a preschool, I wish this was a practice. These deeper discussions between teachers, new and experienced, would be so valuable.

This reminds me of the zone of proximal development...where growth happens.

Wondering why we most often see children as receivers of knowledge instead of competent protagonists of their own growth.

This philosophy stands out to me because I haven't seen it as a central part of educational philosophies here in the US. We tend to focus more on meeting full potential and being good contributors to society.

This makes me think about a human being. Complex, yet simple. Sometimes I feel like I'm letting my desire to perform well as a teacher overshadow my humanness.

This is a great question, considering we rarely solve problems truly independently as adults and not being able to solve problems collaboratively is typically seen as a weakness. It must be our fascination with assessment?

another reason why listening and watching is so important for adults

Yes! An adult's pace is not the right pace for a classroom of young children.

I wonder about how frequently we are pushing children to demonstrate adult-like competencies and how much that is valued (e.g. being able to explain something verbally).

So interesting that children that young showed such a strong sense of knowing what they are entitled to and it differed from what they simply wanted.

So true that children and adults often speak a different language and so we can speak right past each other. It can be tricky to frame ideas to children in a way that prevents these misunderstandings.

Requiring a shift in perspective and thinking on the part of adults to see and hear all the different ways children communicate.

Such a tiny piece of the whole picture.

I feel like our society in general defines this purpose as to give direction and to teach.

This is very hard to do and I struggle with it constantly. Especially in the current educational environment in our country which I feel pushes tight schedules full of activities so that we can utilize every moment and fit teaching many skills into the day.

I also have to stop myself sometimes (probably more than sometimes) and take a pause and watch what the child will do because I get excited and catch myself jumping in with ideas...or doing too much set up of activities that narrows the possibilities for action.

This article is already making me think back on every little decision I made in my classroom today and why I made it.-- Why did I decide to set an activity up that way? Why did I choose that story for a read aloud? Why did I have that reaction?-- It's amazing to think about how many of our decisions can be so deeply intertwined with our previous experiences and preconceived notions. Is that what makes us who we are? I think he is saying to let the child have the same right to reveal who they are as well.

I'm struck by the collaborative nature of this study of documentation that we saw in the Diana school video.

Large contrast to common perceptions of teacher being seen as the expert who decided what should be taught and learned.

So important, I feel, in order for children to be thinkers and not just imitators.

I often feel like schools operate in isolation with little invitation for involvement given to families...especially in primary grades and above. As parents, we send our children to school hoping for a "good" outcome.

A sense of freedom for educator professionals in theories, approaches, interpretations, and ideas.

I wonder if an approach like this can work in a society that values individualism and measures success very differently.

Taking this course makes me feel hopeful that American society is beginning to swing towards placing higher value on early childcare and education.

This is such a large percentage of young children going to preschool. I'm impressed. Here I see many full preschools with long waiting lists.