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|  Part 1 | DOUBLE TAP TO ZOOM WITH PHONE OR TABLET the Mosaic approach (Clark 2010; Clark and Moss 2001, 2005) as an extension of their desire to be respectful of children’s ideas and allow them to engage in meaningful discussions about their surroundings. The Mosaic approach consists of two stages. The first stage involves children and adults gathering documentation relevant to the task. Pieces of the Mosaic that are used for documentation include child observations, child conferencing (similar to focus group discussions), cameras (photography by the child), tours (child- led tours of the school and grounds), mapping (as a result of the tour), and role playing (using toy figures) (Clark and Moss 2001). The second stage involves the whole of the data being brought together, allowing for dialogue, reflection, and interpretation. After the pieces of the Mosaic documentation are gathered, they are discussed and thoughtfully processed among all of the stakeholders—teachers, children, and parents— with any number of combinations participating at any one time. Such reflections and interpreta- tions allow for themes and patterns to emerge, revealing the children’s views on their interior and exterior environment. The Mosaic approach allows children to be active, competent partici- pants and skilled communicators, rather than passive and voiceless partakers of that which is given by adults. | 20 | Children and young people are increasingly being recognized as competent members of society, active in shaping public structures and social identities (Burke and Grosvenor 2003). For too long, authentic invitations to partici- pate in the complex challenges of school change have not been open to young people. Schools are often places of adult-imposed control—control in the buildings inhabited, the space created, and the materials provided. Control is imposed within the cultural conventions and institutional practices of school, such as being segregated by age, following a structured timetable of events, and executing rule-driven activities. A twenty- first-century mind-set requires a shift in perspec- tive, encouraging an openness and transparency within the learning environment, and sparking the passion of the learner as he is involved in the nature, use, and design of the school. Certainly, any educator believing in a true pedagogy of space should welcome the opinions and desires of children; it is they who are ultimately the active partakers of the benefits (as well as the detri- ments) of that space. As you proceed with your own evaluation of your physical spaces, I urge you to consider the unique ideas and perspectives of all of the stakeholders—including the children— and honestly invite each to partake in the process of school change. COPYRIGHTED MATERIAL