Getting Together

Inspired by Loris Malaguzzi's image of the child - competent, curious, and full of potential - we honor the uniqueness pf each one of us as we walk together on this journey of togetherness. 

Rebecca, ever fond of fine strokes, borrows Emelia's gel-ink pen to write names - in arches, loops, zig-zags, and clean, straight lines. In her hands, the gel-ink pen does not just write. It explores, it wanders, sketching arcs and edges until line becomes mark, and mark becomes expression.

Driven by his fascination with dinosaurs, Anthony shares his pre-existing knowledge, a blend of facts and imagination - from meteors to the Ankylosaurus. He loves digging in the sand, searching for more and more species, as if he were a palaentologist.

While cutting paper with his scissors, Ryan has a spark of creativity. He lifts the cut-out and gently blows on it, curious to see how it moves. Not only that, the moment he realizes his action creates an effect, he beams with an exuberant smile.

In addition to honoring each individual's perspective, we also focus on coming together as a group. Building a shared understanding through listening, collaboration, and mutual respect. Group time offers an opportunity for shared exploration and reflection. Together, we discuss everyday observations - for instance, asking questions like, "What does the day look like today?"

When it is sunny, we enjoy reflecting on the song "Oh Mr. Sun, Sun, Mr. Golden Sun, please shine down on me." It brings warmth to our day and helps us connect with the world around us. On cloudy days, we look up and wonder if rain is near. We imagine the sound of thunder rolling in. So loud at times, we instinctively cover our ears.

We explore the idea of “Who am I to my friends?”—a question that helps us not only see ourselves but also understand our roles within our community of peers.

​We begin with a self-portrait learning experience. Each one of us draw our own portrait, carefully adding details that make our picture unique to us. We glue the portraits onto popsicle sticks and add our names. Once finishes, we place these portraits on top of our cubby pictures. This simple but meaningful gesture gives us a tangible way of showing “this is me” and “this is where I belong.” It also serves as a visible reminder to others--our friends are unique individuals, each with our own space in our classroom.

​We then gather for a story time with the book Better Together by Amy Robach and Andrew Shue. The book beautifully highlights how different characters bring their strengths together to create something greater than they could alone. The children connected deeply with this theme. After reading, we discuss how sharing our classroom space is also about respecting one another’s needs.

​Our conversation naturally leads into a dialogue about “How do we share our spaces while respecting each other at the same time?” This question opens the door for thoughtful contributions from us. Kalyan and Tvisha suggest that we move aside so there will be more space for friends. Our answers reveal not just kindness, but also a growing awareness of empathy and the needs of others.

As we take gentle steps on our relationship journey, trust begins to grow, slowly but meaningfully. Outdoor experience offer opportunities for connection. Through simple acts like holding hands and walking together, we learn to listen, to trust, and to support one another. One step at a time.

An outdoor experience offers us the opportunity to observe leaves gently falling to the ground. We reach down and pick one up, curious about its color, shape, and texture.

When asked, "What has happened to the leaves?" "Why are they falling?" Kalyan thoughtfully responds, "Maybe because of the wind." Kalyan's response reflects his attempt to make sense of natural phenomena using logical thinking.

We also take note of the texture of the leaves on the ground. In addition to noticing the change in color, we observe how dry and brittle the leaves have become.

With this observation in mind, we may extend our learning further by posing more open-ended questions. For example, "What else could make the leaves fall?" or "What would happen if there were no wind?"

To build on our shared interest in the falling leaves, we provide opportunities for sensory exploration that includes both materials and artistic expression. We begin by sorting leaves by size, shape, and color. With careful attention, we trim the edges and examine the textures.

This close observation leads us into a flower-arranging experience, where each one of us select blossoms and foliage with intention. Through this process, we  not only engage our senses but also develop fine motor skills, spatial awareness, and an appreciation for the beauty found in nature. These quiet, focused moments of arranging and observing become opportunities to slow down, connect with materials, and express ourselves creatively.

​To continue reflecting on togetherness, we create our own pinwheels. Before folding them into pinwheels, each friend designs his or her paper with drawings of himself or herself playing with others. This becomes a visual expression of what togetherness means in our lives.

​Dhanika proudly shares that on her pinwheel, she draws herself and Ryan playing together.

​Ryan and Anthony then experiment with a fan, discovering how the breeze can make the pinwheel spin faster. Our excitement shows how the learning experience becomes both collaborative and exploratory. 

This week reminds us that identity and community are deeply connected. By making space for self-expression while encouraging ourselves to value others, we nurture an environment where friendships can grow stronger—and where every child feels they belong.

Kindest,
Children & Friends.