Kaile Thomas’s teacher research focuses on the benefits of co-inquiry for a group of teachers in a recently founded, independent elementary school.

In this teacher research study, a teacher in Hong Kong uses a project on hermit crabs to engage children in naturalistic education.

As an early childhood educator, I have thought of myself as an emergent teacher who follows my students’ lead and supports their explorations. The children's interest in building a command center challenged me to follow their lead.

The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.

Looking critically at gender can allow teachers to have broader perceptions and interpretations of daily classroom events, thereby allowing children more space as they develop their gender identities.