Out in the yard, a child stops, gasping, “I saw a bobcat tail!” Movement in the oak grove sparks a flurry of wondering. Kids run to the fence to peer through the clear morning light, speculating. “Here’s my clue – the scratch was that way, so the bobcat is going to the meadow.” “I’m doing what a bobcat would do. So, where would I go? This is definitely a bobcat area!” Teachers bring out binoculars, then set up a center – cat figurines, books, tree cookies, and a prompt, “What do you know about cats?” This moment leads to many others – one encounter shared, magnified, and deepened.

Children learn continuously, drinking in the world through their senses, then work to make sense of their experiences. A teacher’s role is to be aware of influences and moments affecting kids, and to support and expand their thinking. Learning lives in everyday occurrences, such as a child scraping their knee, discovering how a ball rolls down a slope, or feeling the texture of mud between their toes.

Capable and compassionate, children seek caring relationships. They need to feel seen and heard, in order to feel safe enough to be vulnerable and take risks. Supportive adults help them to learn to communicate their feelings and meet their needs. Children need ample time to practice considering other points of view and ways of being, which lays the groundwork for kids to promote inclusivity, celebrate diversity, and feel a sense of belonging.