At the ELC, our teacher collaborative groups have engaged in many conversations about the Pedagogy of Listening, and how it lies at the core of our dispositions and roles with children. There is no formula or prescription, but rather a mindset and way of viewing interactions with children that shape the way we come to understand their thinking, their learning, and the many languages they use to express and represent these to us. We know that the key to thoughtful, effective teaching rests in the practices of learning with and from the children first, then carefully considering how and when to facilitate new experiences and how to help children revisit prior experiences. Spending time clarifying the Reggio Approach to pedagogy of listening to children has deepened our practice and supported many new ways of documenting and planning.