Documentation allows for interpretation, reflection and therefore responding.

100 languages.

I have found that though children are great listeners to their environment however not the same for conversation.

this is a strong point, we have to be able to co-construct to how they work, learn, etc.

is this something that can be seen as a strength, or figure out how to connect these references.

I'm struggling with this, I remember 911 from a different perspective. But I also remember that noone asked how we felt my 7th grade teacher spent a lot of time upset but didn't explain why. I didn't know what these attacks meant my parents didn't follow the news in this way. I also feel sad that this is what flagged people to want to listen to children. Like the rest of the statement says " we have to listen to children not only because we can help them but also because they can help us."

If it something that children are consistently interested in or something they maybe were temporarily interested in it's seems to be a good idea to revisit and revamp.

co-concstructing from one another, I feel this is an area in which the US lacks, there is little time for teachers from even the same classrooms to plan, discuss and cooperate together.

taking the cognitive blocks as possibilities, I think this would expand the learning in classrooms ten fold.

appropriately challenging their thoughts, and arousing learning and curiosity.

supports children's 100 ways to express and learn.

This is a great practice, teaching them to reflect on their own ideas.

In an observation today of teachers, so much of their listening was done passively "wow" "oh that's cool" but didn't expand on the excitement the children showed. It was a missed opportunity for connection and learning.

we all come with our own experiences and in order to support each child individually we have to learn and consider their experiences.

our image of children is how we serve children.

This is one of the best explanations. The list to describe a teacher is not unlike the task of an attentive parent.

I can think of a view incidents, however a school related one that always sticks with me happened in kindergarten. Children who had been good listeners during morning circle were allowed to pick their free choice location first, I always picked the easel. One day my teacher told me I was no long allowed to use the easel because "all you do is mix the colors". I felt so frustrated because I would mix but I was making mud, I enjoyed it felt good to mix the colors. Basically I wasn't allowed to do what made me feel good in my own classroom.

I think that this does cause disequilibrium for adults, however that is what will bring change and learning.

Such rights that are often not upheld by most adults, but even more concerning in the education system of the united states.

I wonder the same thing, why does one have more merit than the other when in reality most everyone of these children will have to work with others for the rest of their lives.

Meal times are very culturally influenced that we should take more consideration of this from the perspective of each child.

So much of what we place value in as adults has little to no place in a child's world.

I feel this is the struggle for most people who don't have an educational background in Early Childhood, they don't know the value in infant communication.

they know what they deserve from the world, others and for others.

builds confidence in themselves.

That they know this so young makes me glad and feel a sense of security. I don't know that I can describe it.

what?! I'm picturing this but I don't know that my assumption is correct.

The ownership of their environment, earth. I just love it!

I am impressed by their commitment to have this conversation with children. I don't know if it's just where I live but I feel like a child coming into a classroom and making this statement would not have received this type of message. They would have told him either "we don't say things like that" or "Soldiers are heroes...." something like that. I admire this!

I have been working on encouraging this of our teachers more and more. What are some strategies to having teachers see the value in being present but not actively intrusive.

This is interesting, this makes me reflect on my attempt to observe my son today.

I have always said that when you stop feeling this, it maybe time to leave the classroom. It's a great responsibility and honor to be children's first exposure to what learning should be. That we can't sour that with not enjoying the work.

This can be so difficult to accept in a society of standardized test and route memorization. Error is just not comfortable for so many.

I think this builds deeper relationships, giving children space freely express and question.

I think that this is important as a teacher to understand because the environment in our programs are typically set up at the start of the year and don't change. But it's important to keep the environment fluid to meet the needs of everyone using the space. It may not serve all children or one set of children from one year to the next.

I think this is something that I have always subconsciously been aware of but making this a present thought is very provoking.

Documentation as a tool to inform and teach.

This view I believe is slowly adapting into early childhood education but gets lost in the K-12 system here in the US.

Has become a culture of the educational program. It really shows that they parents value this and in turn so do the children. This is something I whole heartily agree with.