I understand this as being trans-disciplinary.

Another great example and reminder of how essential documentation is and its myriad uses.

To preserve this wonder and surprise is key. I feel like it is because of this wonder that there is the possibility to learn.

I also really like how creativity has been defined here. I think this is something I would maybe like to frame.

I can imagine that merely calling it the "art room" would have maybe limited it's potential. The idea of a laboratory encompasses so much more than just art.

I really like the emotion of this statement. They cannot bear to be anonymous. I keep thinking about what it would feel like to be anonymous and it is a very uncomfortable feeling.

I took some time to understand this one. I know that this refers to reflection in part but I was trying to understand how being listened to encourages listening to others.

I find this to be extremely beneficial. It is a good way to question your interpretations and reaffirm some of your thoughts. The key word for me being COMMON understanding.

The opportunity to grow cognitively for children as they assimilate and/or accommodate new stimuli.

This analogy I feel beautifully highlights the many different roles educators take on.

I recall an instance with a child that highlights this understanding.

I noticed that he was playing with animal figurines and was building a structure that was closed from all sides. He placed all the smaller animals inside the structure and the larger dinosaurs were outside. I asked him why he chose to place some animals inside and he replied "because they are children and they need to be protected from the predators." I then asked him who will protect them and he said "Their mummies and daddies." I found it so interesting because I thought that the fortress was the protection but in his mind the protection was the parents.

This is a great example of an investigation that we as adults would miss because we are wired to think that the finger is in the way. How many more languages do we not listen to?

It is so important to be aware of the connotations you may be presenting. I am reminded of the use of the word 'Please'. I was always taught that it is polite to say please, specially when asking for something and so, out of habit, I use the word excessively. But how does the use of this word influence what I am saying to children? For example, if I am asking a child to clean up or put something away, should I simply say - "Clean up" or "You need to clean up" or "Please clean up"? Does adding the word Please make it a request? does adding the word Need make it a command?

This is a very interesting point. I have to admit that I am guilty of the same. I remember the first words of both my daughters but I never considered that they were able to communicate long before that.

I wonder what experiences prompted them to list this one and the one about pretending that there's a beach anywhere.

I know that the environment plays an important role in a child's learning and I also know that children can sense what is going on around them but for some strange reason, I never considered the later when thinking about the environment of my classroom. I never considered how my relationship with my co-workers, admin, families may impact the children.

I struggle sometimes with this. I am unable to identify if a project is 'finished' or merely on pause.

I sometimes find that I get so caught up in trying to scribe and capture anecdotal notes, that I am not able to be present in the moment and be an active participant in their learning.

I need to explore different ways to document. Perhaps recording videos to go back and watch later or voice recordings that can be analysed at a later time.

Another important aspect as children learn by being active explorers of their environment.

I believe it is important to affirm the child as an individual and recognise their individual contribution while encouraging them to learn with and alongside others, others being peers, teachers, families, the school community and the wider community.