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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Acknowledgments Early childhood educators work hard to develop thoughtful, intentional programs for their young charges, often with little financial support or public recognition. Therefore, my first thanks go to those who work in this challenging and rewarding field, and who continue to seek out and embrace new and promising approaches to their work. These dedicated lifelong learners are to be applauded and admired, for they nurture the youngest among us at the most important times of their lives. Those educators who have shared their work in this book have contributed to their field and to my own thinking and learning. They are Annette Comeau, whose design expertise was invaluable; Sandra Floyd, whose work inspired Ann Pelo to sug- gest that I reach out to Seattle to discuss Sandra’s documentation; Donna Stapleton, who continues to lead her staff with creativity and dedication; Aya Saito, who, while still a student, challenged my own thinking to a deeper level; Susan Hagner, always a source of aesthetic and thoughtful environments for young children; and Leigh Ann Yuen, whose work with and documentation of toddlers reminds us of the deep capabilities of this age group. Many thanks to you all for your patience with this long writing and editing process and for your willingness to share your thinking. Other thinkers have contributed greatly to my own learning: Margie Carter, Deb Curtis, and Ann Pelo all provoke my thinking each time we meet; Diane Kashin is the ultimate “sharer” through social media and therefore encourages us all to read about one another’s work—​even the work of those outside of our own field; and of course, my longtime mentors and friends Carol Anne Wien and Betty Jones are responsible, as ever, for stretching my thinking. Together with other friends and colleagues—​ including Liz Rogers, Liz Hicks, and Carrie Melsom—​we have a group with whom we can bounce ideas around in a thought-​provoking yet safe environment. Much of the classroom work from Halifax Grammar School (HGS) would not have unfolded without my colleagues Martine Benson and Karen Cutcliffe, who were a part of the long-​and short-​term projects in the junior primary classroom. Linden Gray, head of the prep school, must also be thanked for her understanding of emer- gent curriculum and documentation and for the freedom she allowed me to explore new approaches. Finally, a huge thank-​you must go to the parents of the HGS junior primary chil- dren over the past five years. Not only did they demonstrate over and over again that xv COPYRIGHTED MATERIAL