The document discusses the importance of helping young children develop their individual identities and emotional awareness within a classroom setting. It emphasizes the interconnectedness of individuals and the role of relationships in managing emotions such as happiness, anger, and anxiety. Through various activities and discussions, children express their feelings and learn strategies for emotional regulation and empathy towards others.

1. 2009
lorem ipsum dolor met set
quam nunc parum
WhoamI?
Learning to Understand Ourselves
The Kindergarten child enters a new classroom environment,
encountering the new faces of children and teachers. As
facilitator the teacher becomes aware of the process and
journey through which the individual identity of each child
will need to be celebrated and shared, in order for the
group identity or class community to emerge, develop and
grow. The individual child needs to be given many
opportunities to discover his or her own identity to enable
him or her to feel comfortable to share with the group. We
were determined to continue on this path of identity,
because we knew that the young child’s thoughts are
continually evolving. We wanted to pursue the notion of what
it is to be somebody. We could see the children’s faces. We
were able to identify a sense of self but what was that
child really like? A sense of self has to develop gradually.
Being yourself is about knowing who you are. Fortunately
time is a component that will play a huge role in the path
of this investigation that we have chosen.
Through
this
inquiry
we
understand
how
we
have
a
role
to
play
in
our
own
physical,
mental,
social
and
spiritual
health
and
contribute
to
that
of
others.
Each
person
is
dynamic
and
through
cultural
experiences
develops
his
or
her
own
set
of
values
and
view
of
the
world.
We
will
explore
the
idea
that
individuals
are
interconnected.
Through
this
inquiry
we
understand
how
we
have
a
role
to
play
in
our
own
physical,
mental,
social
and
spiritual
health
and
contribute
to
that
of
others.
Each
person
is
dynamic
and
through
cultural
experiences
develops
his
or
her
own
set
of
values
and
view
of
the
world.
We
will
explore
the
idea
that
individuals
are
interconnected.
Through
this
inquiry
we
understand
how
we
have
a
role
to
play
in
our
own
physical,
mental,
social
and
spiritual
health
and
contribute
to
that
of
others.
Each
person
is
dynamic
and
through
cultural
experiences
develops
his
or
her
own
set
of
values
and
view
of
the
world.
We
will
explore
the
idea
that
individuals
are
interconnected.
Enduring
Understanding:
Each
person
is
unique
but
we
all
share
things
in
common.
Compelling
Ques5on:
•How
can
I
understand
more
about
myself?
•
How
do
my
experiences
make
me
unique?
•
How
are
we
part
of
each
others’
stories?
Concepts:
RelaDng
-­‐
Listening
and
Empathy
Resourcefulness
-­‐
CapitalisaDon,
Making
links,
Imagining
“To
give
oneself
an
iden/ty
is
a
long
and
/ring
process.
It
is
like
being
born
a
second
/me.
It
is
the
need
of
each
one
of
us
to
give
ourselves
a
face,
a
body,
gestures,
ac/ons,
thoughts
words
and
imagina/on.
It
is
the
sen/ment
of
being
that
dis/nguishes
us
from
others,
in
order
to
recognise
and
be
recognised,
to
recognise
ourselves
in
others
and
in
others
to
find
a
part
of
ourselves.
It
is
in
fact
a
dialogue,
confronta/on
and
discussion
with
the
other
ways
of
being
and
thinking,
that
the
image
of
oneself
takes
on
awareness
and
defines
itself.”
Loris
Malaguzzi

2. Looking within....
I
invited
the
children
to
look
into
themselves,
to
try
and
form
a
deeper
understanding
of
who
they
are,
to
listen
carefully
to
their
rhythms.
The
children
bravely
accepted
and
offered
profound
insights
into
their
feelings
and
sense
of
being.
There
was
trust
in
the
recognition
that
every
individual
is
whole,
capable,
wise
and
responsible
for
their
response
to
life.
That
in
being
compassionate
with
ourselves
and
others
we
can
move
through
life
doing
the
best
we
can.
In
paying
attention
to
the
here
and
now,
we
discover
that
things
change,
moment
to
moment.
What are your ideas
about feelings?
I
was
touched
by
the
level
of
depth
to
their
responses.
The
children
began
by
sugges<ng
some
of
the
feelings
that
they
have,
“I
can
feel
happy.”
“I
can
feel
angry
and
sad.”
“If
I
am
nice
to
my
friend,
they
feel
nice
and
I
feel
nice.”
“On
the
bicycle
I
feel
happy
going
super
fast.”
“I
feel
happy
when
I
see
rainbows
and
bu=erflies.”
“Building
with
magnets
makes
me
happy.”
As
the
children
iden<fied
different
feelings,
I
was
surprised
at
how
they
were
already
aware
of
the
extent
that
we
are
connected
to
others
through
our
emo<ons.
There
seemed
to
be
some
understanding
that
the
way
other
people
feel
can
affect
the
way
we
feel
and
also
that
we
can
affect
the
feelings
of
others.
“I
was
happy
because
I
had
friends.
My
friends
help
me.
We
play
together
and
take
turns.”
“Monta
make
me
happy.”
“Be
kind
to
your
friends,
it
makes
me
feel
happy.
And
if
they
are
feeling
sad
and
blue
it
makes
them
feel
be=er.”
“You
can
share
and
be
nice,
it
makes
me
feel
good
and
happy
and
kind.”
“It
makes
me
sad
when
people
are
sad.”

3. The
conversa<on
developed
into
sharing
theories
about
what
is
going
on
inside
you
when
you
experience
different
feelings.
I
find
it
fascina<ng
to
explore
ideas
about
the
invisible
and
challenging
children
to
consider
what
can
not
be
seen,
thus
ac<va<ng
the
meaning-­‐
making
competencies
of
children
as
a
basis
of
learning.
“It
comes
from
our
brains
and
hearts.”
“Your
brain
gets
the
idea
and
then
you
tell
your
heart
and
then
you
say.”
“If
you
are
sad
all
of
your
body
is
sad.”
“From
whole
inside
your
body.”
“They
work
together
as
a
team,
your
brain
and
your
heart.”
“The
blood
turns
red
when
you
are
angry.”
“The
blood
is
red
and
helps
you
to
think
and
feel
angry
or
sad
or
happy.”
“The
heart
gets
black
when
you
are
angry.”
The
children
made
graphic
representa<ons
of
their
theories
and
shared
their
drawings.
For
some
of
the
children,
it
is
easier
to
express
their
thinking
through
drawing
rather
than
verbally.
For
some
children
drawing
helps
them
to
clarify
their
ideas
as
they
find
ways
to
illustrate
their
ideas
on
paper.
“The
heart
and
the
brain
makes
you
smile.”
“Inside
it’s
like
a
volcano
exploding.
Hot
lava
and
rocks
coming
when
you
are
geKng
mad.”
“Hugging
makes
me
happy.
The
brain
and
the
heart
work
together.
They
are
a
team.”
‘When
I
feel
happy,
it’s
like
flying.”
“Feeling
mad.
Big
sharp
teeth.
The
bones
and
the
heart
are
geKng
ready
to
punch.
They
are
angry
too.
Tornado
in
my
brain.
Steam
is
coming
out
of
my
ears.
My
head
is
almost
exploding.”
“I
have
a
volcano
in
me
when
I
am
angry.
I
have
a
volcano
in
my
belly.”
“When
I’m
happy
it’s
like
I
have
rainbows
and
colour
dots
in
my
body.
It’s
like
the
sun
is
shining.”
“My
brain
goes
black
when
I
am
sad.”
“When
I’m
angry
...
I’m
drawing
many
brains
because
they
are
bouncing
around,
like
my
brain
is
going
nuts.
I’m
doing
my
face
red.”

4. In
pausing
to
think
about
joyful
events
or
unpleasant
events,
in
paying
aDen<on
to
events
in
daily
life,
what
happens
in
your
minds
,
thoughts,
hearts
and
bodies,
the
children
are
becoming
more
completely
aware
of
the
current
feeling
state
or
emo<on.
The
children
are
really
feeling
their
feelings.
Anger....
In
our
discussions,
many
of
the
children
talked
about
angry
feelings.
In
response
to
these
acknowledgements
of
less
comfortable
feelings,
we
read,
‘Angry
Dragon’
by
Thierry
Robberecht.
I
selected
this
book
as
it
shows
the
power
of
our
emo<ons
and
how
we
can
be
overwhelmed
and
transformed
by
how
we
feel.
The
children
made
thoughFul
comments
about
the
main
character
in
the
story,
a
young
boy
who
feels
his
anger
rising,
building
inside
him
and
turning
him
into
a
giant
dragon
and
then
how
the
boy
is
soothed
and
the
fire
inside
of
him
dissipates.
The
metaphor
of
the
dragon
inside
connected
well
with
the
children’s
descrip<ons
of
a
volcano
in
their
stomach
that
exploded
when
they
are
angry
or
mad.
Anxiety...
The
children
bravely
discussed
events
that
they
feel
worried
about,
“When
I
was
first
coming
to
school
I
felt
excited
and
nervous.
Excited
to
see
my
new
class.
Nervous
there
might
be
new
friends,
they
might
not
like
me.”
“I
worry
about
the
thunder,
lightening,
noises,
dreams.
It
scares
me
when
it
thunders
and
lightening.
When
I
splash
in
the
puddles
I
feel
be=er.”
“I
worry
about
the
dark
and
lightening.
When
it’s
dark
I
can’t
see.
I
am
scared
of
the
lightening.
I
need
to
go
to
my
mum
and
she
hug
me
and
kiss
me.
SomeRmes
I
go
there
to
sleep.”
“I’m
worried
about
when
me
dad
takes
me
to
school
and
he
has
to
go
and
I
am
staying
alone
in
school
unRl
2
o’clock.”
“I’m
scared
of
my
mum
and
my
sister
going
somewhere
in
the
car.
My
mum
and
my
sister
going
to
everywhere
but
not
school,
I
am
at
school.
I
think
it
will
always
be
a
long
Rme
but
actually
it
isn’t
a
long
Rme.”
“When
my
bus
is
here,
I
don’t
have
any
Rme
to
hug
my
mum
and
dad.
I’m
sad
when
my
mum
and
dad
is
gone.”
“When
I
am
asleep
alone,
I
worry
about
a
monster
saying,
‘I
am
going
to
eat
you!’
When
my
mum
comes,
when
my
mum
sleeps
with
me,
I
feel
be=er.”
“I’m
scary,
I’m
worry
lightening
go
to
my
body.”

5. lorem ipsum dolor met
set quam nunc parum
When
listening
to
some
of
the
children
describe
what
they
do
to
feel
beDer,
it
seems
to
be
important
that
we
help
children
to
feel
connected
to
parents,
teachers
and
caregivers
and
to
provide
a
stable
and
happy
environment
where
children
can
be
comforted
when
they
are
overloaded
with
stress.
These
discussions
further
reinforce
the
vital
importance
of
rela<onships.
It
serves
as
a
reminder
about
the
way
we
get
along
with
children
and
how
this
influences
them.
The
environment
must
be
set
up
to
interface
the
cogni<ve
realm
and
the
realm
of
rela<onship
and
affec<vity.
My
hope
is
that
over
<me,
we
can
provide
a
safe
context
for
children
to
learn
to
understand
and
love
themselves
and
to
develop
empathe<c
understanding
of
others.
“Holding
hands
with
my
friends
makes
me
happy
again.”
“I
outside
and
play,
I
feels
good
again.”
“When
you
are
angry
you
can
take
a
deep
breath.”
“Going
on
the
slide
makes
me
happy
again.”
“I
pretend
I’m
on
a
cloud.”
“Holding
hands
with
Milo
makes
me
feel
be=er.”
“A
sunny
day
makes
me
feel
be=er.”
“I
close
my
eyes
and
imagine
a
happy
feeling,
like
excited
for
something
like
a
birthday,
my
birthday
or
my
friends
birthday.”
“Making
funny
faces
makes
me
laugh
again.”
“Yes,
laughing
makes
me
feel
be=er.”
It
was
interes<ng
to
me
that
many
of
the
sugges<ons
from
the
children
about
how
to
manage
stress
seemed
somewhat
similar
to
adult
versions,
including,
•
deep
breathing-­‐taking
long
slow
deep
breathes,
•
autosugges<on
-­‐
dropping
into
the
mind
key
phrases
or
images
that
induce
a
sense
of
physical
relaxa<on,
•
physical
contact
of
a
loved
one
•
physical
presence
of
a
loved
one
•
nature
•
exercise
or
physicality
Managing our worries...

6. How can we manage our anxieties and worries?
Holding hands with my friends makes me happy again.
If go outside and play feels good again.
More time for playing is good.
Being in my house makes me feel better.
Doing somersaults makes me happy again
I think about flowers and rainbows and I feel better
Holding hands with Milo makes me feel better.
Thinking about hearts makes me happy again.
Being with my friends makes me happy again.
A sunny day makes me feel better.
When I am angry I take deep breathes.
I pretend to be a ninja when I am angry.
When you are angry you can take a deep breath.
Going on the slide makes me happy again.
Being with Nanako and friends make me happy.
Being upside down makes me feel better.
I pretend I’m on a cloud.
I think about hearts and butterflies and I don’t feel sad any more .

7. Laughter...
Many
of
the
children
suggested
that
laughing
makes
them
feel
beDer
if
they
are
feeling
angry
or
sad.
They
seem
to
have
a
sense
that
when
laughter
is
shared,
it
binds
people
together
and
increases
happiness
and
in<macy.
Humor
is
infec<ous.
The
sound
of
roaring
laughter
is
far
more
contagious
than
any
cough,
sniffle,
or
sneeze.
I
decided
to
discuss
laughter
with
the
groups
to
find
out
more
about
the
children’s
ideas.
“Every
body
laughs.”
“I
laugh
at
jokes.”
“Audra
is
sRcking
her
tongue
out
at
me
and
it
makes
me
laugh.”
“It’s
like
you’re
doing
funny
faces
and
saying
silly
words
and
you
laugh
a
lot
a
lot.”
“Playing
soccer
with
Makoto
make
me
laugh.”
“When
my
dad
blows
a
raspberry
on
my
tummy.
It
Rckles
and
I
laugh
.
He
does
it
at
bed
Rme.”
“When
I
Rckle
on
my
foot
it
really
Rckles.”
“When
I
got
Rckled
under
my
arm
it
really
Rckles.”
Even
talking
about
laughing
caused
much
laughter.
Children
shared
jokes
with
spontaneity
and
made
silly
faces
to
encourage
more
laughter.
“I
like
to
make
people
laugh
by
saying
silly
things.”
“I
like
people
to
laugh
and
be
happy.”
Some
of
the
children
really
enjoy
making
their
friends
laugh
and
have
a
desire
for
others
to
be
happy.
We
laughed
together
as
a
group,
beginning
with
fake
laughter
that
quickly
became
contagious
and
real,
just
hearing
laughter
seems
to
prime
your
brain
and
readies
you
to
smile
and
join
in
the
fun.
An
emo<onal
sharing
that
has
the
capacity
to
build
strong
and
las<ng
rela<onship
bonds,
also
contribu<ng
joy,
vitality,
and
resilience.
The
feelings
were
so
strong,
we
were
moved
to
compose
poetry
about
laughter.

9. Frustration....
Many
of
the
children
described
frustra<on
at
being
rushed
or
not
having
enough
<me.
The
children
came
to
the
conclusion
that
it
does
make
them
angry
or
frustrated
when
they
have
to
stop
something
or
they
are
interrupted,
but
they
understood
that
it
is
usually
because
their
mums
cared
for
them
and
wanted
them
to
be
healthy
and
strong.
“I
hear
my
mum
and
I
listen
to
her.”
“Your
mum
wants
you
to
get
strong
and
grow.”
“If
you
eat
and
go
to
bed
you
might
get
strong.”
“Otherwise
you
will
be
grumpy
in
the
morning.”
“You
have
to
eat
something
to
be
healthy.”
“So
you
can
be
strong.”
“If
you
watch
too
much
TV
your
eyes
need
glasses
or
the
TV
gets
hot.”
“Your
mum
wants
to
sleep
good
so
you
have
your
beauty
sleep.”
The
children’s
comments
reflected
their
busy
schedules
and
the
ways
in
which
<me
is
organised
for
them.
Perhaps
the
children
would
benefit
from
<me
off
from
a
hec<c,
hassled
rou<ne
to
rest
and
restore
and
to
be
simply
present
in
the
moment.
It
seems
clear
that
the
children
find
interrup<ons
frustra<ng
and
have
a
desire
for
prolonged
periods
of
<me
for
explora<on
and
discovery.
I
hope
that
the
structure
of
our
day
at
school
reflected
the
needs
of
the
children,
that
our
schedule
allows
for
flow
and
nego<a<on
and
to
accommodate
differences
in
the
children.
Things
happen
in
their
own
<me
and
space
without
the
forced
nature
a
rushed
schedule
or
over
scheduling
gives.
There
are
events
in
each
day
that
the
children
can
an<cipate
such
as
class
mee<ngs,
snack,
lunch,
projects,
outside
explora<on
and
home
<me.
It
follows
the
same
predictable
order
but
without
fret.
We
try
and
give
ample
<me
and
space
for
children
to
make
connec<ons
in
their
own
<me.
We
try
to
make
sure
that
we
have
enough
<me
to
talk,
to
listen,
to
reflect
and
to
be
together.
The
children
have
a
sense
of
trying
to
fit
too
many
things
into
a
day.
When
we
try
to
rush
the
children
or
move
them
on
to
something
else
when
they
are
deeply
engaged
in
an
ac<vity
causes
tension
and
frustra<on.
Gandini
talks
of
the
connec<on
between
<me
and
space
for
an
atmosphere
for
learning,
“The
consideraRon
of
the
children’s
own
needs
and
rhythms
shapes
the
arrangement
of
space
and
the
physical
environment,
while
in
turn,
the
Rme
at
disposal
allows
for
the
use
and
enjoyment,
at
a
child’s
pace,
of
such
carefully
thought
out
space.”
(Edwards,
C.,
Gandini,
L.
and
Foreman,
G.
(1993),
p.140,
The
hundred
Languages
of
Children.
Norwood,
NJ:Ablex)
There
is
much
to
be
said
for
providing
<me
for
the
children
to
make
connec<ons
to
their
own
world,
in
their
own
<me
as
competent
individuals.
If
we
see
the
children
as
competent
to
construct
their
own
knowledge
then
the
children
must
be
given
<me
to
do
this.
I
would
like
more
time...
...to
play
football
with
my
friends.
...to
get
chocolate
milkshakes
and
vanilla
milkshakes
with
my
family.
Me
and
my
Daniel
and
my
Alex
and
my
dad
and
my
mum.
I
would
like
so
much
to
be
with
my
family.

10. I
would
like
more
time...
...to
swimming.
I
want
swimming
in
the
ocean
with
daddy.
...to
watch
flowers
and
rainbows
for
as
long
as
I
want.
...to
do
ballet
with
Ms.
Chris5ne
and
Nanako.
...be
in
the
Atelier.
I
like
to
make
rainbows
and
flowers.
I
love
them.
I
like
it
in
the
Atelier.
....
for
riding
my
bicycle
with
two
wheels
so
fast.
With
my
sister.
I
like
to
ride
my
bicycle
with
my
sister.

11. Reacting...
Harmonious
rela<onships
stem
from
a
founda<on
in
speaking
and
listening
with
mindfulness.
Instead
of
mindlessly
spou<ng
whatever
pops
into
our
thoughts,
we
speak
mindfully
when
we
use
words
that
reflect
our
values
and
a
deeper
connec<on
to
ourselves.
Mindful
listeners
are
those
who
make
you
feel
heard
and
understood
and
who
offer
a
natural
presence
and
kindness
just
by
virtue
of
their
listening
skills.
Both
mindful
speech
and
mindful
listening
can
be
taught
and
prac<sed.
Both
involve
aDending
to
another
person
with
full
aDen<on
while
being
aware
of
your
own
self,
body,
thought
and
emo<on.
Given
this
we
talked
about
how
we
can
react
to
others,
par<cularly
when
they
upset
or
displease
us.
The
children
are
at
varying
levels
in
their
development
and
skills
at
being
able
to
communicate
effec<vely
with
others
when
a
situa<on
has
upset
them.
Whether
we
are
young
children
or
grown
ups
much
stress,
unhappiness
and
difficulty
can
arise
in
our
less
than
skillful
communica<on
with
others.
We
all
benefit
from
thinking
about
how
to
listen
deeply
to
ourselves
and
others
and
then
communica<ng
more
clearly
and
compassionately.
We
try
to
work
on
ways
to
support
the
children
during
difficult
communica<ons
by
helping
them
to
learn
to
pause
to
consider
what
they
feel
they
want,
what
another
person
feels
and
wants,
and
how
they
might
work
things
out.
These
steps
could
also
nurture
empathy
and
compassion
for
yourself
and
others
and
lay
a
founda<on
for
crea<ve
problem
solving
and
true
coopera<on.
We
talked
about
taking
a
moment
and
trying
not
to
just
react
and
blurt
out
thoughts
and
feelings
as
they
appear
in
the
heat
of
the
moment.
•What
do
I
feel?
•What
do
I
want?
•What
does
the
other
person
feel?
•What
does
the
other
person
want?
The
combina<on
of
paying
aDen<on
to
our
own
feelings
and
wants
and
then
considering
the
feelings
and
wants
of
others
helps
us
be
kinder
to
ourselves
and
kinder
to
other
people.
“When
you
threw
my
toy
in
the
trash,
you
broke
my
heart.”
“Ha,
ha,
I
hate
you.”
“Stop
it,
stop
saying
that.”
“Sorry.”
“Stop
throwing
the
block.
It
makes
me
sad
and
it
hurts
and
it
might
hurt
my
friend.”

12. Relating with love and kindness....
Over
our
<me
so
far
in
Kindergarten,
the
children
have
come
a
long
way
in
becoming
more
compassionate
towards
them
selves
and
others.They
have
a
heightened
sensi<vity
towards
being
loved,
feeling
worthy
of
love
and
feeling
lovable
just
as
they
are.
We
have
talked
a
lot
about
our
own
feelings
and
ways
of
managing
them
and
as
we
grow
to
love
and
understand
ourselves
we
are
more
able
to
love
and
understand
others.
We
had
a
beau<ful
session
where
the
children
remembered
a
simple
moment
when
they
felt
cared
for
or
loved
by
someone,
recalling
the
details
of
the
moment
-­‐the
<me,
the
se[ng,
the
person’s
voice-­‐
and
allowing
the
feeling
of
being
cared
for,
or
loved,
fill
them.
We
then
sent
caring
and
loving
messages
to
the
person
who
made
us
feel
loved.
It
was
touching
to
listen
to
the
children
appreciate
their
parents,
brothers,
sisters,
grandparents
and
friends
and
acknowledge
what
these
people
do
and
that
the
children
themselves
are
loved
by
many.
The
verbal
wishes
of
kindness
metamorphosised
into
tangible
wriDen
and
drawn
messages.
With
love
and
kindness
the
children
created
notes
and
delivered
them
to
delighted
recipients.
“To
mummy,
I
love
you
mummy.”
“To
daddy
and
mamma,
I
love
you.”
“To
Shub,
you
are
the
best.”
“To
mum
and
dad,
I
love
you
and
I
will
never
forget
you.”
“To
mum,
I
love
you
you
are
my
best
friend.”
“To
Lauren,
you
are
my
best
friend.
I
love
you.”
“To
mum,
I
have
drawn
you
a
love
machine
so
you
are
loved,
and
here
is
the
hearts.”
“To
mum,
thank
you
for
taking
care
of
me
when
I
am
sick.”
We
hope
that
the
children
remember
that
they
can
send
love
and
kindness
to
themselves
and
others.

13. Our learning lives on
Our
inquiry
into
understanding
ourselves
and
others
is
con<nuous
and
we
hope
that
we
provide
a
favourable
and
recep<ve
context
for
the
children
to
discover
and
love
who
they
are
and
who
others
are.
We
hope
to
grow
self
compassion,
based
on
the
understanding
that
all
human
beings,
ourselves
included,
have
difficulty
and
simultaneously
deserve
kindness.
Self
compassion
intertwines
kindness
toward
oneself,
an
understanding
of
our
common
humanity,
and
mindful
awareness.
Self-­‐
compassion
enhances
well-­‐being,
our
ability
to
build
strong
rela5onships
and
increases
resilience.
Compassionate
ac<on
and
altruism
are
perhaps
the
highest
forms
of
moral
behaviour
and
offer
us
op<mism
for
the
future
of
humanity.
Daniel
Goleman
reminds
us
that,
“
..our
deepest
feelings,
our
passions
and
longings,
are
essenRal
guides,
and
that
our
species
owes
much
of
its
existence
to
their
power
in
human
affairs.”
(p.3,
EmoBonal
Intelligence,
1995)
We
will
endeavour
to
build
children’s
perspec<ve
taking
skills
enabling
them
to
understand
how
their
own
ac<ons
will
be
experienced
by
others,
and
take
into
account
other’s
needs,
informa<on
and
expecta<ons.
To
foster
empathy,
making
possible
both
the
understanding
and
sharing
of
emo<ons.
To
give
children
a
reasonable
amount
of
control
over
their
own
ac<ons
and
emphasise
that
they
have
this
control.
Perhaps
then
we
will
fulfill
our
mission
to
develop
passionate,
inquisi<ve
and
crea<ve
learners
who
take
ac<on
to
be
best
for
the
world.