These may be a greta foundation to a beliefs statement for teachers and families to compose together. These are foundational skills we'd hope humans might have n order to contribute positively to a society.

if you asked me what type of person I prefer to be around...it is someone who has had these experiences!

what all humans want to feel is to have sense of belonging. This brings a natural feeling of security, love, hope, peace.

Is this the authors opinion or stated in Illinois' standards?

Whatever the case, I have work with plenty of teachers and admin that are hyper focused on preparing children for the next step the next age group. There is nothing more infuriating than an ECE teacher declaring a child isn't ready for preschool!

We have adopted Creative Curriculums Teaching Strategies Gold developmental objectives. Its a guide, we review it, we observe children, we see where along the spectrum they may be. Teachers use it as a reference of where they may need to offer support or what may be appropriate in the classroom. It has been helpful to share with parents, especially when we have received pressure to hurry up and prepare their child.

reciprocity within a community? to be cultivated when a child feels part of something bigger than just themselves?

Basic feeling or perhaps a basic right. Children should have the right to feel and experience pleasure of learning and knowing. They will feel confidence, secure, and safe to explore further/deeper.

The right still exists and yet the educations system continues to not value quality professional development for it's teachers. A highly qualified teacher has a direct, positive impact, on the school community

The teacher demonstrates her human-side, how she might solve a problem. She communicates "matter of fact" and this style seems to encourage children to follow in her mannerism.

I hope to find an agency that this is the norm and not something that has to be insisted upon for the growth of the teachers and support of children. Within our ece program this takes place, but rarely outside of that devision.

This is when learning happens, perspectives adjust, lens change and growth takes place.

Such an interesting way of viewing a classroom and children's play: "Looking for the knot". The knot is when the best thinking comes to the surface. A trick is to find them and highlight or cultivate them carefully!

I have loved working in a co-teaching model for these exact points. I am currently alone in a classroom and absolutely despise not having another adult to collaborate with. This relationship is also a wonderful launch pad to demonstrate communiciation, negotiation and cooperation in a partnership/community.

We seek to extend. This is a concept I hope this year to help my families with. When we let go of being the keeper of all knowledge and instead are co-constructing is when being a teacher is the best. Being comfortable with the role of helping them build stamina in their thinking and investigation!

A resource, I love this roll. And sometimes as the resource it is not that I have the answer to provide, it may be asking the question that stimulates their thinking to solve it themselves. I am adding in "hmm I wonder..." to the conversation.

I think adults often forget that children do have unique identities similar to us. Perhaps what complicates these identities, causing frustration for us, the skills or tools to navigate those identities and an expectation that they'll adapt to an adult culture or world.

Documenter and researcher! When teacher's see themselves as the researcher and theorist there is a different lens they bring to the classroom. "I know why and what a child is telling me what they know based on my observations and research"

Children have the right to make ideas with other people, peers and adults. This links back to their right to be heard to be understood.

This is a current struggle for me as we're and IB school. required to teach certain content through the the units of inquiry; same for readers and writers workshop. I try to make the connections, but can easily see when the discussion has not resonated with a student. It all feels so unauthentic some days.

Then why on earth do we eliminate in school age programs? Why is children's play scripted and limited in time and scope? I don't think children know how to verbalize their need and right to play. but they show us every day! Recently our school counselor said most of the behavior issues stem from interactions at recess. I wonder why? They are only give 20 minutes to play and that 20 minutes usually ends up bing 15-20 mix max.

No doubt they have a vision of what their rights are. They may not always be able to vocalize it but they are aware. I wonder how we move our society to see that providing voice and choice for a child is a basic human right.

We have adopted positive discipline within our school and these two rights are part of our program. As the adult I sometimes struggle with what the child views is a big enough problem to seek and adult for assistance vs what I believe is something a child an solve. If I redirect am I dismissing their truth?

I am working with a student now (7 yrs old) who is just now learning to articulate his emotions and beginning to advocate for himself. These two rights resonate as I know he's trying and he's begging, with his actions, to be heard, to be validated, to be understood.

Our director of schools has emphasized that the first 6 weeks is about building relationships, with children. This past week as I worked to rebuild a relationship with a parent who was damaged by his experience last year I wondered if we need to highlight to our community "building relationships with parents and their children." There is no teacher-child relationship if we cannot also have a bond with the parent.

This has been a shift for our teaching team as well. When we observe we say, "what is the child showing me, what are they teaching me about themselves." We're not the keeper of all knowledge.

On friday I hopped on the school bus and road it home with an inconsolable child. An admin was over heard saying that my decision was "beyond expected duties" and a teacher correct her by saying "no it was meeting the child where he was at." We do have to take into consideration of the whole child, his heart, mind, body soul and family.

One of the most difficult areas for teachers is to let go and accept the unpredictable. The roller coaster feeling can be unnerving, yet when you let go you begin to enjoy the time you have with your children. You're no longer concerned about getting tasks complete. The unpredictable is fun!

Yes, however as the adult we need to not let these outside factors interfere with our work in the classroom. As difficult as it may be to refocus and shift our mindset, we must.

An incredible reminder of the importance of accepting a child as is. Their reality is their truth. A reason for teachers to see value the importance of home-school connection offering clear and open communication and support to families.

The assurance that the program will evolve and adapt to best meet the needs of its community. the school of 2020-21 will most certainly be different than 5 years before and 5 years beyond. teachers, parents, physical space and materials will evolve to meet the needs of the current students.

ohhh i like this, "pre-primary". Too often preschool is downplayed as not a place of learning but just daycare because it is PRE school, before "real school".

Documentation (finding the time) has been the greatest challenge for me and my team. We're constantly in debate about its purpose and how to balance who it is for...because it is for the child, the parent, the teacher, the community> can one piece, written or designed in one way, meet the needs or "speak to" all of the above stakeholders?

They recognize that a child is connected to his world and vice versa. Everything is interconnected

It is important to note that they also acknowledge their obligation to provide whatever 'Human and material resources" to meet the needs of those children. There is action behind those powerful words.

The community recognizes that these two are intertwined and cannot expect to educate the whole person without addressing human needs.