I would like to build on the many great ideas raised so far. Mellissa brought up a concern that was nagging at me: sometimes teachers take over child play, often because they feel they aren't doing any teaching if they don't engage at all times. Child to child relationships, developed by play and conversations (verbal and non-verbal) are every bit as important as child to adult relationships. We can feel great when we have set up our environment so successfully that we are not needed for a period of time. I used to keep a clipboard and pencil handy. When I saw an opportunity to step aside, I would write notes on what I saw, and even try to capture full conversations between children. Looking back over these notes, I was astounded by the complexity: I could see how an idea developed and changed, which children were driving innovation, which children became interested or disinterested as the play evolved, what vocabulary was being used or missed. What I learned about the relationships and interests that I culled from my notes allowed me to plan organically for new experiences, as well as to think about how to support child to child relationships.