It was a Friday afternoon with the third class and the children were very excited. We had planned a play activity, which was “adult-directed” (Study Topic 13, p.5) in which the children were given many different materials with which they could build a model that had to do with water was their current unit of measurement. investigation. We often run lessons like this on Friday afternoons because the children seem to have difficulty concentrating at the end of the week. The materials we gave them ranged from Legos and wooden blocks, to construction paper and markers. The class was divided into boys and girls, and they were left alone to build whatever they wanted on two large tables at the back of the classroom. The students had two forty-minute periods to work on it while we took photos, gave little directions, and answered questions. We observed how children interacted and built with a common goal. For the most part they were left alone to feel like they were playing in a self-directed way (Study Topic 13, p.28). The class started building as soon as they returned from the afternoon break with little instruction as we had briefed them on what the afternoon would be like first thing in the morning. Evaluation I noticed that a child was building something away from the rest of the group. I asked him why he wasn't at the big tables building with the others. He informed me that he wanted to work with the rest of the guys, but that one of the guys is too controlling and he didn't like working with him. I accompanied him to present his water tower to the rest of the kids, who thought it was a great idea and decided together where to put it. From time to time we intervene to structure the game to guide us in many ways, and sometimes parents come to show their expertise, but I think we could do a little better. When I was in Reggio Emilia I was struck by the constant involvement of parents with the school. There, education is a family matter. In the schools of Reggio Emilia everything is thought out with creativity, from the plants in the reception to the chefs who are also esteemed teachers. For me they are the pinnacle of creativity and always trying to improve. Works CitedCarla Rinaldi. (2006) In dialogue with Reggio Emilia Listening, researching and learning. London and New York, Routledge.International Baccalaureate Organisation. (2009) Realizing the PYP: A curriculum framework for international primary education. Cardiff, IBO.Woods, P. (1995) Creative teachers in primary schools, Buckingham, Open University Press