active role in the children's search for meaning and our ~-~.,~~·.~ :r . ~i . own search for meaning (and shared meanings)

modifying the learning-teaching relationship

In this context, documentation is· _·:..' s, '9: ·:" ... interpreted ru1d used for its value as a tool fot· recalling· that is, as a possibility·. -.:~ for reflection

not so much the interpreters as the builders of the experience.

a creative intelligence that attempts to construct, maintain, and renew this relationship of circularity and reciprocity

intolerant of any ambiguity or uncertainty

learning to learn in a group

This documentation is the foundation for the planningand reflecting that should occur in every meeting.

to develop and become problem solvers, decisionmakers, negotiators, collaborators and good commu-nicators who express themselves in many ways.

I don’tbelieve that educators can know each day where theyare going and where they would like to go.

adults’ responsibility to produce interpretations.

give more strength and visibility totheir thoughts and mental images

This is another strategy that we often use . . . trying tofind out questions before having answers.

I believe that we can choose to offer topics for thechildren’s consideration as long as we are aware of this risk.

Theexpression of each child must find a place.

reflect on our own experiences and relationshipsbut also on the idea of citizenship itself.

what images, ideasand theories the children have about their city,

how projects evolve

visual arts

visual expressions

not easy.

pedagogy of relationships and listening,"

For both adults and children, understanding means being able to develop an interpretive theory, a narra-tive that gives meaning to the world around them

first que lions

meaning of the children

"whys"

“stimulate”

shared control

The metaphor of “catching the ball that the children throw us, and then tossing it back to continue the game” is a favorite one in Reggio Emilia.

“Listening” means seeking to follow and enter into the active learning taking place.

What kind of teachers are needed by our children—those real individuals in the classrooms of today?

partners, resources, and guides

eacher and child

necessarily fluid, responsive to the changing times and needs of children, families, and society

connected to adults and other children

risk that even those brave voices fall on deaf ears.

true listening is a willingness to learn from and be changed by what the other says

exhibiting their collective competence.

only companionable peers. In our work with children at Boulder Journey School we find that when working together, peers at similar levels of development build ideas and enhance one another's understanding of the world around them

it can be difficult for adults to share authentically the focus of children's interests.

rights means appreciating the importance of slowing down

Children have a right to pretend every-thing,· and "Children have a right to play all day:

adults must attend closely to their play.

not necessarily mean taking all their utterances at face value, but it does mean observing the nuances"

Is it okay to be happy? ... Is it okay to be sad? ... Is it okay to be angry?

mapped Toby's experienceonto the issue of rights.

Listening to young children means appreciating that they com-municate using a wide array of languages

literal meaning of "infant" is unable to speak, but children's "voices" can be heard from birth, provided adults take the time and effort to listen

does not depend on the age of the teller, but on the sensitivity of the listener.

"How can we give voice to all the children at the school, including chil-dren who are preverbal?"

Children's Rights should dispel any notion of young children as empty vessels waiting to be filled with adult ideas, including ideas about their rights

right to wrestle or play fight, but not a right to punch

have a right to be listened to

right to say, 'No!' or 'Stop it!' when people are tickling them without asking

for their turn to talk Tuning Adult Ears to the Voices of Young Children

gently,

safe

children compiled a list of their rights

right is like you know in your heart it's okay to do it ... you can do it if you want and that's it." Another child added, "But only if it's okay, like you won't hurt somebody and it's not safe . . . because the other person has a right to not be hurt too, right?

"Soldiers don't have the right to kill other people.

What we want to do isactivate within children the desire and will and greatpleasure that comes from bein

Although it isn’teasy, we have to make our own paths, as teachersand children and families, in the forest.

your happiness, your sadness,your hopes, your pleasures, the stresses from yourlife.

sense very quickly the spirit of what is going onamong the adults in their world.

An environment that grows out ofyour relationship with the child is unique and fluid

the relationship you build with the child, thegames you play.

reflection on theory,practice, and further careful reflection in a program that is continuously renewed

narrative and structure

each child

tools for making hypotheses (to project) aboutthe direction in which the work and experiences with the children will go.

effort is valued

act as a resource for them

seen as researchers

formulate new interpretations and newhypotheses and ideas about learning and teaching