Being careful and safe may have its ups and downs, but I wonder how teachers would teach if being safe and careful was not a factor.

When I reread the questions that I answered from week four, I noticed not much of a change. I may look at things a little differently now, since I have learned much about Reggio Emilia, but my thoughts haven't changed very much about my answers to the questions. I chose "Who is Laura?" and "October 2: The Apple in the Kitchen" for the questions to answer. I think there are pictures of the teachers on the pages, because they are together in the process of teaching the children. They collaborate together to make it possible for their children to learn and grow in every way possible. Now that I look back on the first couple of pages, I realize the introduction is called Setting the Scene. This is showing what the environment looks like and who is part of the environment. The people who are in the pictures is probably the teachers who wrote the diary of Laura. I noticed that one thing changed about my answer to one of the questions. I just started working full time in a three year old classroom last week and we have to get to know the children and their families so well so we can build a relationship with them. We need to know everything about their child, because they are only three years old; they are still so young. We are potty training them and teaching them the basics of just holding cups and forks and pouring milk. We need to establish a good relationship with their parents so they are able to trust us with their little one and also so there is consistency at home and school.

There is a picture in my director's office of children walking by a cliff. The picture was taken in the 80's and she was telling me that times were different back then where we could do pretty much everything. Nowadays, everything is about safety and being careful. It's kind of sad actually that we have to shelter children so much that they are not allowed to do certain things. We usually have a little field trip to our kitchen and everything is so regulated that we have to all wear covered shoes and hair nets. Children would never be allowed in the kitchen when the cooks are making our school's food. It's actually too bad, it could be a great experience for the children. I am still not too sure why the teacher left the two children in the kitchen. But it seemed like the children loved the experience of being allowed to be in there. Being careful and safe may have its ups and downs, but I wonder how teachers would teach if being safe and careful was not a factor.

How can I make learning trips and walks in the community meaningful for children who may never get the opportunity to travel to a new place?

When reading the weekly chapter, I found myself reflecting upon this quote from page 339:

"We travel to learn about other places, other people, other ways of doing things. But of course in the end, the ultimate reason - and the the ultimate reward - for travel is to learn more about oneself."

As growing up an "Army Brat" I was able to see the world by the time I was a freshman in high school. I've lived in every part of the United States, Germany, and Africa. By living overseas it gave me endless possibilities to learn about new cultures and explore new countries that people would dream their whole lives to see in person. Growing up I really did love moving to new places and seeing new things, but it was extremely difficult packing up and moving every two years. My dad, mom, brother, and I rarely got to visit our family in Hawaii and it took a lot of strength for us to be away from them for so long. But as I reflect upon my life and being able to experience the things and places I have, I feel that I was very blessed to have been able to go to different countries and study languages and culture. I think it has made me who I am today. From all of the places I have bee to, I feel that Hawaii has the most diversity and culture in one specific place. And it also has been a blessing to finally move here and be closer to all of my family.

Since there is so much diversity and culture in Hawaii, how can I bring the best possible experiences that will help children learn about their community and want to travel within it and to new places? How can I give the children in my classroom experiences that will have a positive effect? How can I make learning trips and walks in the community meaningful for children who may never get the opportunity to travel to a new place? How can I transform my classroom to represent a place where children can to travel to around the world? What can I do to help children learn about themselves by traveling to new places in the community? How can I become an advocate for children to learn about places in our world? How can I bring culture and diversity into my classroom everyday?

When change and unexpected things happen in the classroom, how can we understand children and what they are feeling?

"Being with children offers countless moments and situations that test our understanding of their complex world, of ourselves, and of a broad range of issues related to learning and teaching." page - 330

I found this quote very meaningful when reading the text, because I can relate to it. I feel the same way about children. Each day I learn something new about the children and myself. One thing that I noticed when working with children is that they are very unpredictable. I have noticed this the past couple of years since I have been working in the same classroom. It kind of throws me off a little bit, because when I reflect upon each day I do notice that each day is different and unexpected things happen all the time. How can we be ready for unexpected things that happen in the classroom? Is it part of learning about sustainability in early childhood education? How can we help the children to understand that change and spontaneity can be a good thing? One thing a teacher must be good at is change and dealing with unexpected things that happen in the classroom. I feel that is a good way to observe children and really get to know their personalities. But when change and unexpected things happen, how do we really understand children and what they are feeling? What can I do as a teacher to support my children when change happens? Change can be a good thing and open up moments that can be treasured by children and teachers.

Would children feel like they are on the path of opportunity by learning a new language at a younger age?

"Many young people wonder why they are in school. To learn, of course, they are told. But why and to what end, they rightfully ask. To become productive members of society; education is your portal and path to opportunity, they are reminded. But that is in the future, they protest. What does school have to do with now, today, this moment in life?" page 312.


This quote stood out to me while reading this weeks readings. It made me wonder if all children really believe that their path to opportunity will start as they get older. I wonder if they feel this way because they don't believe in themselves and think that they can't succeed in school. Have we made school too hard for Americans? I don't think so, I actually feel that were are very behind in our education. I lived in Germany when I was in middle school and my younger brother was able to go to a German kindergarten off-base. We did live off-base, but I was required to go to an American school on-base.  While hanging out with my neighbors, we would converse in English and German. I was taking German and my neighbors were taking English in their school. So we would try to help each other with our homework. It was amazing to hear that all German children were to learn English. Wow! They valued their education and made it a priority to learn new things. My brother was even learning German in his kindergarten. He would speak it fluently with us and his friends in the neighborhood. I wonder how American schools would be if we were required to learn a language and I'm not just talking about taking two classes in high school, but really learning a language and speak it fluently. When we just take those two language courses in high school, does it really stay in our brains? No it diminishes over time. But what if we were to start at a younger age, such as four and five? I wonder if children would feel like that they are on the path of opportunity by learning a new language at younger age. That is the time when learning is at its best, so why not take advantage of that time. By making learning a new language a priority, it could boost social, emotional, language, writing, and cognitive skills up. Children will feel more confident and will be able to succeed in school and in the community. The school I work for has a Japanese teacher who is also an aid. She goes to each class once a week and teaches the children Japanese. It would be amazing to have these children learn Japanese in elementary, middle, and high school so they are able to speak it, write it, and think it. I wonder what The United States would be different if every American knew another language fluently? Would America's education be different?

How can teachers make group learning time more meaningful and memorable for young children?

Why do American's shy away from group time? On page 280 the author states, "While most Americans see the value of children explaining their work to classmates, many American educators are surprised that the report of just three children would occupy the majority of such a sharing time. They see the apparent domination of a meeting by a few children as unfair." So American educators shy away from group time, because it takes a long time to have a quality conversation and discussion with children?

I feel that having a quality discussion on a topic with children is more important than worrying about how long it will take. Large group time should allow time for children to sing songs, do finger plays, and read books. Small group time should allow for discussion, conversation, problem-solving, chart making, analyzing, generalizing, hypothesizing, and discovering. Doing these things with a small group of children from 6-10 children or less can have a better effect than doing it during large group discussion. The reason I say 6-10 children is because my classroom has 22 children with a teacher and an assistant. I am the aid in the classroom, so I help out wherever I am needed. During our afternoon discussion before lunch time, we split the children into two small groups (which consist of around 6-11 children). Each teacher discusses a topic with the children or has the children come up with a topic. They have more meaningful conversations with the children during this time and allow all the children to speak more than once. I feel that just making an effort to split the children up into two groups ensures that children have time to speak and give their opinions and ideas. When children grow older and go into higher grades, they will be working in small groups for projects and classwork, so it is important they get opportunities now as children to learn how to work in small groups.

On page 285-286, the author wrote, "In groups we encounter new perspectives, strategies, and ways of thinking that enable us to learn from others. We also learn with others, modifying, extending, clarifying, and enriching our own ideas and those of others." We understand that group learning is important for children and adults, but how do teachers make group learning time more meaningful and memorable for young children? First teachers must understand what group learning is and how it is important for young children and themselves. On page 286, the author states, "The members of learning groups include adults as well as children, documenting children's learning processes helps to make learning visible and shapes the learning that takes place, members of learning groups are engaged in the emotional and aesthetic as well as the intellectual dimensions of learning, and the focus of learning groups extends beyond the learning of individuals to create a collective body of knowledge." Everyone in their lifetime will have to work in groups, but it needs to be an effective learning time to understand what goes on in group learning. Teachers need to observe their children working in groups and with their friends. When teachers do this, then they will understand how their children are able to work in a group, what kinds of things help them work in a group, and how their personalities are during group learning. If a child is shy during group learning, than you can help them by encouraging them to speak about something that interests them. Getting the other members of the group to include them on the conversation might help as well. This can boost their self-confidence and help them to feel better about group learning in the future. There are probably many ways to make group learning meaningful for children, what do you guys think?

How do we create an atmosphere where children are comfortable in discussing ideas in a group?

On page 221 a question is asked, "How can we support them in letting their thoughts emerge?" Then it goes on to say, "One of our tasks as teachers is to be able to relaunch the ideas that emerge from the children's discussions."

I really enjoyed reading the children's discussion about getting their letters to America faster by discovering the fax machine. I can definitely tell times has changed, because if children discussed this topic now, I'm pretty sure they would talk about cell phones, text messaging, and emailing, since most of them have access to technology as such. I was really intrigued by how little the teacher talked. She only talked a few times and it was only when she asked a question or restated what a child said. I believe that one thing a teacher can do to have a quality discussion with children is to step back and let the children do the talking and discovering. When children are allowed to discuss a topic with each other, there can be so many more ideas and new things that can emerge. It also allows children to develop their language and problem solving skills. Even by having them draw a picture of what they were discussing, such as the one they drew on how the fax machine would get the letter to America, allows children to make their own story. I love when teachers write what the children describe their pictures to be, because it opens up their world to you. It helps you to understand what the children are thinking and feeling. The author states on page 225, "In their discussions, the children attempt to develop a provisional new theory that makes use of the contributions of the parts of the individual theories that they see as being significant." This enables children to create what they think is right and converse with other children about what they think. I feel that a good way to document what the children say during discussions is charts (if you can write fast enough). Having a question in the center of the paper and the children's ideas as the branches can help children to understand the concept of a discussion, group work, and what their ideas look like on paper. Group work is important for young children, because it helps them to spark creativity, share ideas and opinions, delegate tasks, learn to comprise, and build relationships with each other. Children are not too young for this, actually I think young children are the best at group work, because they are not afraid to say the wrong thing and they just say what is on their minds at the time, which I think is really interesting. How do we create an atmosphere where children are comfortable in discussing ideas in a group?

How can teachers break the boring ways in making a portfolio and create something that is fun and memorable for the children and that you enjoy doing as well?

Throughout my previous early childhood courses at HCC I have learned how to create activities, plans, running record and anecdotal observations. A lot of the articles and readings I have been doing for the past year or so makes be believe that a simple observation of child can be made into something bigger. On page 156 it states, "The process is ongoing: teachers continue to generate new hypotheses, investigate them in their classrooms, and look for additional examples of group learning." There is so much that can go into an observation of a child. I never really viewed observations as meaningful teaching tools that can be an art form. There are so many new ways of observing a child and making it meaningful. One could create a diary of a child that can have every milestone of the child while in school. I feel that diaries are much more meaningful and memorable than just a regular portfolio. The school I work for is about to get re-accredited in the next couple of weeks or so and I observe teachers just putting whatever inside the children's portfolios. It doesn't seem that the teachers really care about these observations and portfolios, but just as a responsibility and a need to be accredited. Why can't teachers really care about observations of their children and treat them as if they were important (because they are)? Why doesn't teachers just keep up with their portfolios and observations, than maybe it wouldn't be such a hard task later on? I know observations take time to do, but if you do them more and more it becomes a habit and it will be easier to do them. I feel that every teacher has their own way of doing their own observations and portfolios. I think every teacher needs to step back and reflect on what works for them and what doesn't. You can still follow the guidelines and standards of what is expected from the school you work for, but just make it more fun. How can teachers break the boring ways in making a portfolio and create something that is fun and memorable for the children and that you enjoy doing as well?

How can one find a balance between expecting to be told what to do and discovering what works for themselves in their practice with young children?

We all have or will be starting to work at an early childhood program. What was your first reaction when starting in a preschool? How did you feel about all the transitions you had to equip the children with? If you haven't started working in a center, how would you feel the first day of work? These questions are some that come to my mind when reading the fist two pages of the staff conversation on page 118. The first day of work of the preschool I work in was actually a little bit terrifying. I did not know what to expect and being a substitute, one has to observe each classroom and change the teaching style for each one that is worked in. Each classroom is different and brings new insights, so the style of teaching would change. There is a different atmosphere in each classroom. Simona stated, "I was expecting to be told what to do and why, I expected some guidelines that would give me specific instructions." I felt the exact same way, did anyone else feel this way? As a substitute/aid I have to adapt to change and become spontaneous. Why? Because the job changes, one day I may be in a three year old class and one day I'll be in a four year old class then the next I might be in a two year old class. There is so much change and one must change the style of teaching in order to teach children at their age level. I believe it is one of the hardest job to do. For the past two years I have been working consistently in a four/five year old classroom. One of our three year old classroom has no main teachers (new teachers are being trained), so my boss has me in that classroom as well. Transitioning the new children into the routine is extremely difficult, as I have always followed my lead teacher in my four year old class, but there really is no lead teacher in the three year old class right now. It's kind of like starting from scratch with these new children. I feel that when I am in my regular four year old class, I know the children's routine, I know the children and their families, I know what is expected out of me, I follow my lead the assistant teacher. But now in the three year old class, I feel that I am expecting to be told what to do, just like Simona stated. I'm waiting for directions from the teachers in the other classroom next door and the other subs in the classroom to show me what to do and describe how to transition the children. Amelia said, "I observe others a great deal because I think I can learn an enormous amount from the things I am able to see". I feel that this is what I am doing all the time. Any time I get to work with other teachers, I am always observing their practice. I feel that it is a good way to find what you like about certain practices and teachings that you can relate to and begin to create your own practice and find a balance between the two. That brings me to the question, how can one find a balance between expecting to be told what to do and discovering what works for themselves in their practice with young children?

How can we make playing with money more understandable and meaningful for young children?

The observations on pages 48-51 interested me very much when reading it. When I looked at the pictures after I had read each observation, I wondered how old these children must be. I thought maybe they were five, six or seven, which in fact when I looked back on the first page of "The Right Price" I noticed that the children were five years old. It kind of shocked me how much interest they had on counting money and playing the shop game. One of the classes I used to work in a couple of years ago, the teacher had a wall full of circle time things (calendar, weather, pictures, coins, numbers, jobs, colors, sign language, etc.). But what interest me was that of the coins she had taped to the wall. I never really asked her about it, but I remember she went over the names of the coins and what they meant with the children. The assistant teacher in this class would create different themes in the dramatic play center (airport, salon, post office, hospital, shoe shop, etc.). She would build these things using creativity with boxes and recycled and donated materials. When she was done creating the center it was absolutely amazing. I would fine myself playing with the kids in it and taking on different roles. If I had fun, then I wonder how much fun the children had...probably 100% more fun. She would put the money inside of the center when she opened up the shoe shop. I don't really remember how the children reacted with the money, but I think they understood the concept of it but not the actual meaning of the coins. The classroom I work in now has a container full of one, five, ten, and twenty dollar bills and pennies, nickles, dimes, and quarters. I observe them playing with the money but not really counting it. Is this normal for their age? Is this how children of four years old learn the concept of money? By just playing with it and not really understanding the value or real meaning behind money? I really like this quote from the text (pg 48), "Playing the shop game allows the children to give shape to these conventional meanings, putting them in relation to one another. The children exchange money and goods, but also competencies, where each player generously offers to the others his or her personal wealth of coins, ideas, and abilities." That is where my question comes into play, "How can we make playing with money more understanding and memorable for young children?"

How can I encourage children to work and play effectively during group learning?

Group learning is something I found really interesting in the first pages of the text. I love the way it sounds, "Group learning". Group learning to me means when a group of children grow and learn together. When one learns something new, the other children in the group observe that child and learn how to do what he/she has learned how to do or if a child has been trying to learn how to do something the others in the group will find another way to do it by experimenting and exploring the task ahead. I feel that group learning is something new and exciting for children to take part in. When reading the observations in the beginning of the text, I noticed they were of toddlers. I work with four and five year olds and I observe them playing in groups all the time. But if I were to take observations as one like in the text, I wonder what I would observe? What kinds of things would the children be learning? Will there be disagreements between the children? How will the children problem-solve? Will the children help each other if one child has a hard time understanding? How will they work as a team? What kinds of tools can I give to the children to work in a group effectively? Would they have a structured group learning time or free group learning time? All of these questions arise when I think of observing the children or helping the children in my class when they are learning within a group. I'm excited to actually observe the children in my class in group learning. How can I encourage children to work and play effectively during group learning?

As a parent, how would you feel if you were to receive a diary of your child while they were attending preschool? Would you ask the same questions as these in the text (pg.125-127)?

"Who is Laura?"

When I first started to read this book, I thought Laura was a teacher, as I mentioned in my blog before this. As I read other blogs I noticed some people thought the same thing. I wonder why this was? Was it because the picture on the page was of teachers, while the text said "Who is Laura"? But as I read the next couple of pages I then figured out Laura was a baby attending the preschool. As I look at the picture on the page and think of an answer why the authors or teachers put their picture there, I think they did this because the teachers in the picture wrote the diary of Laura. I think it is as simple as that. The teachers play a huge role in writing and documenting Laura's time at the center with this diary. They teachers are part of Laura's life. I think this picture shows the main teachers who work with Laura who also wrote her diary. They seem like they're looking at something in classroom or thinking about the set up of the classroom. They look like they are collaborating together and can work as an efficient team to support Laura's learning.

As I read when the teachers asked the parents about Laura's birth I was a little shocked, because it seemed kind of a personal question that I usually don't hear teachers ask parents in my center. But I do work with four year olds and Laura is a ten and a half month old so it would be necessary to ask about her birth, especially when it happened less than a year ago. Asking that question is a good way to learn about Laura and her parents. Talking about breast feeding, sleeping habits, and Laura's appetite can give the teachers insight about Laura's regular habits and daily life. It is advantage to ask these types of questions, because it gives the teachers a starting point at where they should start with Laura's development and learning. These questions are somewhat similar to ones my lead teacher asks new families that enter our classroom, except they are a little different. We ask about home and family life, sleeping and eating habits, words they use to describe something, how they ask for something, what words do they use to tell an adult that they need to use the bathroom, where they are developmentally and in their learning, and how they express their emotions. The questions are different, but they would be since it is at a different state of development and age.

"October 2: The Apple in the Kitchen"

I actually thought this story was interesting to read. It was such a simple story but something about it got my attention. I liked how the teacher engages with Laura and the other child, how she allowed them to go and explore something in the center, and how she encouraged them at a distance. The teacher didn't need to say anything to the children but at the same time she let them experience something new.

There could have been many reasons why the teacher left the children in the kitchen with the cook. She could have forgot something in the classroom, wanted the children to experience something on their own, step out and give the children time to explore, to see what the children's reactions would be like when she left, observe them outside of the kitchen, or to see what the children would do in the kitchen with the cooks. It could have been a curriculum decision. By doing this, the teacher could observe the children and see if they have an interest in food or cooking. If they were interested, the teacher could allow the children to come back to the kitchen again and watch the cooks make their food and they could also do simple cooking activities.

I think Laura is getting adjusted to being in the center. I don't think she is completely adjusted yet, but will very soon. It seems that she is starting to get comfortable in being at school and allowing herself to explore new things and branch off from the teacher in doing things independently.

What if a diary was used and writen in for each child in your classroom? What could be the benefits?

Reading the first couple of pages I was a little bit confused on what the book was about. I didn't understand who Laura was. Was she a teacher? When I got to page 29, I then realized who Laura was and what the text would be about. As I kept reading, it was very fascinating to me. I found it interesting how the teachers wrote in this diary about different things they notice about the child. It makes me think about what if we had this kind of diary for the classroom I work in. I think it might be kind of hard to keep a diary for 22 children, but it's actually something interesting to think about. All of the teachers could contribute to each diary, including aides and substitutes. The diary entries kind of remind me of anecdotal observations and running records. I really enjoyed the pictures in the diary. It makes the diary come to life and brings a face to Laura. I feel that this diary brings heart and passion to the work that the teachers do. It helps me to understand a different outlook on observations of children. I feel that this diary goes deeper and truly looks at Laura as a small individual ready to take on the world. Each little diary entry shows " a first" or a "new discovery" that Laura had done or accomplished. I really like this text and can't wait to read more of it.

What makes you a learner and a teacher?

When I think of blogs I think of people writing about things that interest them or writing about their lives, problems, and  current issues. I have used blogger before and I think it is a wonderful tool for school use. It brings new insights to the people we have a course with and allows communication on a different level than just laulima.

"Being with children offers countless moments and situations that test our understanding of their complex world, of ourselves, and of a broad range of issues related to learning and techers. As adults, our responses to these moments, especially those that press the limits of our own understandings, reveal the stance we take in the world as learners and teachers."

This statement is so powerful to me, because it is so true in my life. I feel that when I'm at work, sometimes I am being tested. I feel this way, because the moments and situations I encounter with the children tests me on a different level to challenge myself and go out of my comfort zone. I've never question the reason why I am in the early childhood field. I know I am in the right career. The situations make me go back and reflect upon my responses and actions towards the children. What could I have done better? What could have I done that would have a different outcome? What kind of responses did the children have? But I think that is part of working with children that challenges and tests us all the time. It's a process of trial and error. Because once I have seen the children connect an idea or accomplish something, it makes me proud of those moments that I work with children. These moments make me realize that I learn more about myself and the children as individuals. I become a learner and a teacher, which I am proud of.