I think this is a powerful point because it highlights that, when we practice listening actively and reflect upon what we have heard the reflection inevitably turns inward, and we find something valuable in our reflection that helps to move us forward towards a more in depth point of view that informs our practice.

This is another idea that I think I observe often in my practice. I can see children from such a young age reaching for and beginning to understand the world around them. They do not seem to need help and assistance for their curiosity to show, and with little assistance and provocation, they quickly develop their own ideas about how and what they will learn

This is an important concept because I think people often listen with the focus and connection on themselves and what they have to offer next. The more I practice this type of engaged and intentional listening, I often find the more I focus on what the other person is expressing the better thread I can connect between us.

Acknowledging what a child is doing as meaningful as opposed to rating it or defining it is an important practice in helping children to find value in their work and focus on their process and goal as opposed to one determined by an adult.

This is the gift of observation and collaborative learning over time. Even in a couple weeks, I have a greater sense of what the children's contributions can be when we listen and identify key ideas that we can help the children to pursue together. Children naturally u=incorporate their curiosities into their everyday interactions, however, the teacher can spot the things that can be expanded upon in dynamic ways that the children may miss!

These are the steps that I have to go through more often with children, this multi step understanding of a specific topic. Going through this process seems to clarify their thoughts and help put it into action so they can focus on their next move towards their understanding

I feel like this is a really important point regarding what we are determining when we are watching children. A lot of times we are watching for conflict, for something to go wrong that we need to come over and help to solve, instead of really examining the strategies children are using in their learning and using that knowledge to expand upon their thinking and encourage them to do the same.

This puts into words nicely what is usually seen as 'kids say the darndest things' as opposed to seeing children as unique contributors to a process, their comments and input often invite laughter from adults who think it is cute but doesn't take them seriously.

This is something important to remember because it changes the way a child perceives their own learning and capabilities. I think sometimes where this comes out is me treating children too casually I spend a lot of time with (my own child is a great example) instead of valuing their ideas as valid and at least exploring questions. While this is hard to do every time - the awareness helps us to better shape the moments we spend with children.

I think this is a perspective that I and many others are guilty of often, this idea that a child's viewpoint of their world is silly, playful, or otherwise not taken seriously simply because of their standing in an adult world. In order to bring awareness to this perspective, we should consider the child's expressions of their desire as a possibility to be explored, as opposed to a inconvenience to be altered, delayed, or ignored.

I find it interesting how present technology was in the considerations of children, even then when access wasn't more widely spread! I wonder where many parents consider these rights something cute or if they really try to understand it! For those of you working at BJS, do you feel that there is a deep awareness and participation with this idea?

Alethea: I had an opportunity a few years ago to tour many preschool environments, maybe 6 or 7, and I noticed this amongst the staff, there is this level sometimes of expecting children to act a certain way just because we want them to or calling children "crazy" when often times it is us, the adults, who are falling short of what children deserve. It is not right to ask for [their] effort when we are not willing to give ours in return, that is what I think is meant by 'competent children need a competent teacher'. I am personally working on following an unpredictable path and comparing the engagement and involvement of the children with adult controlled scenarios, and what I am finding is that not only does the time itself pass more quickly but infinitely more important it passes more joyfully.

Alethea: I appreciate that Loris says plainly that planning is good, sometimes I think planning can be mistaken for 'theme' but instead it is, for me, the process of observation and then offering in order to stimulate thinking and curiosity that can quickly become independent for the children.

I appreciate the distinction of not labeling every creation "ART" or any time devoted to creation "art time" because it seems this label isn't worthy of the process that the children are engaging in at various levels of their learning and discovery. Placing various mediums together allows children to interact with them in different ways, many of which need no definition, only description.

This is the key to success in any program, anywhere as far as completion for the children's support

Incredible Ratio

This element is something that I have always felt would be so valuable in American schools for young children. The opportunity to collaborate on a social service level with education allows for Progettazione not only with the classroom educators but also community and family members - which is something we often lack in our societies

This challenge is something I have observed many times. The passiveness that can come with daily exposure to children can be alarming and the awareness of that is also something I find myself actively working on. To remember to stop, engage, be present and receive what a child is communicating is a very fulfilling practice.

This illustrates well how standards can be adjusted in unique ways. Standards of experience offers a deeper level of examination of the human experience that we support and nurture through learning.

This has always been my challenge wth accepting standardized testing. In my view, attempting to fit children into an evaluation system that is introduced through a singular method and learning style is a disservice to their abilities and potential. There are some items that are important for children to learn, but I always want more balance from assessment.