The children have embraced a culture of emotional support in the East Wing. When Matteo arrived in the classroom, Cooper noticed that he was having some feelings after saying good-bye to his dad and so he approached him.

Cooper: Matteo, where do you want to work?

Matteo: I like painting.

Cooper: Astrid, we are going to the easels.

When they arrive at the easels, they noticed that there was only one available. Cooper knew just what to suggest.

Cooper: I know what. We can do a partner painting together, Matteo.

Matteo: Yes. We can paint a police car.

As the children spent their morning painting, a different group of children worked in the paper house. Clarke listened to the laughter coming from the easels.

Clarke: You are so happy, guys. What are you painting?

Matteo: A police car and police bunnies.

Clarke: Matteo, you are a silly potato.

Matteo: (Laughs) Yes I am!

Cooper: Matteo, you are feeling happy now. We are happy together.

Matteo: Yes.

The children look to each other as partners in problem solving and, as in this case, they sense when another child needs their support. It shows the teacher intentions in action through how much caring and respect the children have for one another. For Cooper and Clarke, it was essential to make sure their friend Matteo felt happy.       -Teacher Adriana