OH MY GOODNESS! They are SO far ahead of where the U.S. is! All of this is so incredible to hear...

I like thinking of and wholeheartedly agree that we need to create a "new culture of education." It feels so deeply entrenched in tradition and rituals that people don't question enough! It feels daunting to move our field towards more progressive methodologies on a larger level... how do we challenge such a deeply rooted system?

Yes! We often notice how children's threads of learning evolve throughout the school year. Sometimes they expand in relation to previous ideas, and sometimes they branch out into new investigations. However we often we notice how we cycle back to revisit old ideas, concepts or threads of learning, with new ideas that helps us to reconsider what we previously thought about the topic... THIS is the most remarkable learning that takes place in our classrooms! When children have the confidence to stop and say "I thought I knew about x, but now that I know more, I'm not so sure... maybe I was wrong, maybe this topic deserves more attention, let me revisit my ideas to learn more!

I recently watched a video of Carlina Rinaldi, where she said that women's rights are contingent of the rights of the child... WOW! There is so much to unpack with that statement, but ultimately this is very true! I see a connection in this text - having a moral obligation to invest in children's welfare, as it is so directly related to improving human (specifically women's) well being.

Teaching children thinking strategies is so important!. We shouldn't give children the answers, they need to grow up learning how and where to find them on their own, and having the confidence to ask questions and seek help from teachers when they need it. By teaching them strategies for critical thinking, analyzing and acquiring information, we empower children to understand that they have the tools to find their own answers.

Interesting, I hadn't contemplated this distinction yet... whether or not children are more inclined to problem solve with each other vs. on their own for example, even when neither is inherently more capable or skilled than the other. As an adult, I often feel more motivated to problem solve and brainstorm with a colleague for example... there is something to that interaction that helps inspire new ways of thinking.

Interesting! We do a combination of both. Since snack time is in the middle of our morning, we've observed that the children are not always ready to be finished with their play and that some are still thoroughly engaged in their morning provocations. Thus snack time, for us, is when a child chooses. We clear a table, and the children wash hands and grab their snack as they are ready. For the most part children still decided to eat together, but not always. At lunch time, we do make a point to all eat together, as the logistics of nap time and teacher lunch breaks sort of need to happen on more of a schedule.

Wow! It is amazing to think of play as a RIGHT and that it is the equivalent to the right of free speech! If we think of it this way then public schools are denying our children this right as more and more kindergarten and first grade classrooms are restricting/reducing play to focus on "skills" that are required for testing.

What strikes me in both the video that we just watched from the children in Reggio Emilia and this first page, is how much we underestimate children's ability to understand such nuanced social concepts. How profoundly capable they are!

This really speaks to me...in a school environment, it is much more the norm to allow for children's play unfold, including during moments where they must navigate conflict. As a parent, adult intervention is much more expected, especially with younger children. It is interesting to reflect on the differences here... I often wonder how can we help parents see the value in allowing more freedom for their children... to make mistakes, to try more complicated tasks, to take risks, etc.

I think about this a lot! It feels easier in a way to invite learning, but harder (to coach other teachers anyways) to sustain learning, or delve a little deeper into the children's inquiries.