Abstract
Early childhood offers us the opportunity to view humanity in its rawest form – the joys, sorrows, desires are expressed through words, body, play, and creative expression. Cuffaro (1995) teaches us that in early childhood classrooms, we begin to learn to live in community, practice democratic living, and experience, enact and build essential understandings of the social world. In early childhood classrooms where play is encouraged, facilitated, and observed, the essential tensions of our culture are played out. These spaces offer perceptive observers an opportunity to understand how gender identity, development, and relationship shape teaching and learning (Chu, 2014; Katch, 2002; Paley, 1986). The inquiry described in this article stems from the observations of an astute, wise, kindergarten teacher named Eric, who was dedicated to being “vitally present” in relationship to his students and whose capacity for presence was challenged by a young boy named TJ.
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