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In their book, We Are All Explorers: Learning and Teaching with Reggio Principles in Urban Settings (Teachers College Press), authors Daniel Scheinfeld, Karen Haigh, and Sandra Scheinfeld observe...
"When teachers are listening and responding, children become animated and involved, their cognitive and creative processes are energized, and their belief in themselves is deepened. Something similar happens when children listen to one another.
"There is a particular image of a child associated with a teachers listening, observing, and responding: namely, teachers seeing that young children are natural inquirers. They have motivations to explore the world through direct interaction with it and through constructing some kind of understanding of what they are encountering. Further, they have a strong motive to communicate the results of their explorations and to receive reflections from adults and other children for their discoveries. Their communication can take many forms: talking, drawing, gesturing, role-playing, and so on. All of these contribute to their ongoing dialogues with teachers and peers. The more avenues of communication that are offered, the better.
"The most significant kind of interaction with the world for children of preschool age is in exploring their relationships with it. They explore their relationships with family, teachers, and friends. They explore sensory relationships with animate and inanimate objects. They explore the way objects, animals, and all facets of nature respond to their physical actions. They are explorers and researchers."
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