We have known the children for about four weeks, and likewise, the children have known us for the same length of time. We are learning about our likes and dislikes, our moods and our temperaments. The teachers are constantly engaged in guessing games about the culture of the children’s home, the sorts of literacy practices each child brings to school. Sometimes we have to think hard and long to match our literacy to that of the children, so much more fragile and volatile than ours as an adult to make decisions about the framing narratives for our pedagogy with each of the children as the inspiration. We see children huddled over in the writing area drawing maps and stories of Ninja Turtles and spaceships. The playdough space instigates many lively conversations about the types of food we like to eat, or of snakes, cats, and sumo wrestlers! When outside, we observe the spirit of the children as they challenge themselves to go across the monkey bars, or ‘listen’ to their inquisitive minds as they explore the sensation of mud; or their delight in discovering an old bulb or a tiny centipede as they toil the garden. All these moments which may seem quite ordinary, are actually ‘extraordinary moments’ as the children explore and experience their time and space, not alone, but in relationship with one another, discovering and knowing more deeply about each other with each experience which become shared experiences to build upon.