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But in order to do so, those of us who work with young children may need to open our lenses more widely, let go of some of our pre-set ideas, and be willing and able to see what children put before us. Losing Oneself in School When children enter school, they bring with them their natural capacity for making meaning. But for many children, arriving at school means leaving some of themselves behind. Much of school curriculum requires children to meet the demands of tasks that do not build on their previous understanding of the world, and all too often the emphasis on right answers begins to separate children from themselves.

The children with him had ideas about what the Carlos doll could do when he saw the fight; they were actually giving him strategies for how to cope with a situation like this in the future! I am lucky to own a digital camera, so I took pictures of each of these areas during work time. At our afternoon circle, we talked about what happened in the areas and I took notes. I told the children that I was going to try to write on the computer what we had done so we could post it in our class. The next day a few children illustrated a few key pieces of our book and I assembled it that night: the writing, digital pictures, and student illustrations.

The distinction they make between EQ and SQ is the following: My emotional intelligence allows me to judge what situation I am in and then behave appropriately within it. This is working within the boundaries of the situation, allowing the situation to guide me. But my spiritual intelligence allows me to ask if I want to be in this particular situation in the first place. Would I rather change the situation, creating a better one? This is working with the boundaries of the situation, allowing me to guide the situation.

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An Artist Named Tomie


by Kenneth
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