What a wonderful example of language we can use when supporting through a teachable moment. There is a strong kindness and partnership that shows through here.

If I'm being transparent this is something I do find difficult at times! The readings we've had up until this point have helped me recognize the way my expectations may limit the children's wondering. Practicing an increased sense of self awareness has been critical in shifting this pattern.

This is why I love emergent curriculum! We will all benefit from studying our interests vs. content that we don't feel connected with. Teachers must pay close attention through observation and reflection to facilitate experiences providing relevant provocations.

As we discussed yesterday, this is something I feel is lacking when observing social dynamics. We had school pictures just the other day and the photographer was trying to make my student laugh using a "baby voice" and puppet...I remember the way he was looking at her with eyes that seemed to say I'm a human being why are you speaking to me this way? This is just one example but it's the first that comes to mind. I feel that behavior like this is almost derogatory in a way as you would never speak to an adult peer this way!

I would love to experience this in action. Although I think I do my best to practice with a similar style I am enamored with the teachings described by Reggio educators. I feel I learn best through hands on work and am hoping to find an opportunity to immerse myself in this

As teachers we wear many "hats" throughout our days and I think a huge part of my journey in professional growth has been releasing the tendency to fall into a fully authoritative role and instead embrace a co-constructive culture

We must acknowledge our societies need to rush...always onto the next thing, we are living in such a fast paced culture. Let us not suffocate their wonder with our personal worries or stressors. This makes me think about Fear Less and the connections to the ways we can embrace hope over fear.

The mention of adult responsibility makes me wonder how and what shifts we need to make within our roles to ensure we are protecting these rights. Clearly children are very in tune with their needs and are able to reflect on the needs of others - where do we fall into the equation? How does our role constrict these rights? The notion that teachers hold authority in the classroom certainly complicates things. I believe that we should be working side by side but have been contemplating the balance. For example with cleanup times, we try to instill a sense of respect for our space and materials but when thinking about this I wonder if it is for the adults sake and not the children? Of course our intentions are good and we want to make sure our things are cared for so we can continue to enjoy them. I wonder how this is approached in Reggio and BJS?

How interesting! I was wondering how this observation would go at the beginning of the article. Perhaps this sentiment feels very abstract and not as relevant to their world? I would imagine that if I were in their shoes I would have a much harder time describing the rights of others vs. describing my own.

This led me to reflect on the struggle with being the "time-keeper" and making sure we all get to where we're going at a certain time. Atelier, french, PE. Sometimes this means rushing and stopping authentic discoveries. I feel such a sense of guilt having to stop such happy moments to follow a schedule!

Of course I find this to be very disheartening but do feel there is much truth to this statement. As we grow up we are taught some expressions are more valuable than others. What a challenge it is to take a step back from these thoughts to explore the richness that can be found in the smallest moments.

I find the list of children's rights to be completely inspiring. Because these thoughts were compiled by very verbal 4 year olds I wonder what this would look like when considering those who may not be able to vocalize these things. Of course these ideas are still applicable. I wonder what children would have to say about the rights of infants if they were to observe and gather a similar compilation of rights? How would they be different and similar?

This leads me to reflect on my hesitation to educate families on our "why" as I mentioned in my response to Siobhan. Parents and children are simply doing the best with what they know. There is no shame in this. We should collaborate and act as a united front, ensuring that we advocate for the rights of the child.

This feels like an immense amount of pressure. I hope that with more articles like these I can be more confident in my ability to act in a way that mirrors my beliefs. There is much to be learned here!

This journey is unique to each individual. I believe that this fact alone speaks to the radical changes that need to happen within the field of American education. Children should love learning but when the joy is robbed what is left? For me it was an encompassing sense of dread like why do these multiple choice tests have such an impact on my future?

This is incredibly important. Children should feel as though their voices are heard and their efforts do not go unseen. My co-teacher and I are working to create a "strong work board" where children are free to display anything that makes them feel proud. This can range from a piece of artwork to a photo of a magnet tile creation. We are hopeful that this makes our intentions for the classroom more visible...

What a beautiful way to describe the human experience. I love this. Vulnerability is a powerful aspect of sharing emotion. Feelings should be honored but how do we teach this to our children if we do not first learn to honor our own?

All human beings no matter their age, socioeconomic status, skin color should be respected and know they are valued. How can I translate this hope into action? These preconceived notions and stigmas Malaguzzi describes are so ingrained that it feels like my conscious mind is always at war with what I've always known. Maybe it is less about this internal battle and more about building general awareness and embracing the slow changes that follow? Perhaps I need to give myself more grace as I know in my heart there is a willingness to strive for change.

I wonder if there is any commitment to core topics in Reggio Emilia? For example, in the states there is a tremendous amount of pressure surrounding academics and what children should be mastering at certain ages. Viewing education as something that is constantly being challenged, changed and adjusted is something that I stand by but struggle with as I am required to follow a certain academic timeline throughout the course of the year. To combat this struggle I challenge myself to reimagine what this looks like in our classroom. How can I meet these "goals" through natural experiences vs. direct instruction?

So important and something that I craved throughout all of my schooling experiences!!! I find it so hard to understand new material by being "talked at" vs. having open dialogue and experience. For me the facilitation of projects goes hand in hand with any intrinsic motivation to learn.

I find this so interesting. In my mind art is everywhere from conversation to block creation to sound and mark making. I wonder what releasing the idea of what is and is not characterized as artwork would look like? Maybe this means moving away from our tendency to label and towards our ability to listen and observe?

This instantly reminded me of the description of schools being built "brick by brick" mentioned in framing thoughts. The ability to construct something wonderful out of little to nothing speaks volumes...and in such a historically transitional period. To advocate so strongly for children and their rights seems to have had a powerful impact in terms of creating a value system catering to a strong sense of responsibility and will to strive together towards a collective goal.