I have a rich appreciation for the co-construction of learning which is inspired by Te Whāriki, the New Zealand early childhood curriculum, where the importance of responsive, reciprocal relationships are acknowledged as being essential and the co-construction of teaching and learning is recognized as a thoroughly social process. The curriculum is designed to include the weaving together of the various values and perspectives of all people involved in teaching and learning for young children so as to provide a mat, or Whāriki, for all to stand and build on the strengths of each person. This practice brings people together in an inclusive approach and values each person’s prior knowledge and contribution towards a collaborative learning environment. This respect and value for each person’s strengths is recognized in the Te Whāriki holistic approach to education which acknowledges the importance of social, cultural and emotional development, as well as cognitive growth, in educational settings. Through this perspective it is important to support all aspects of the person in a holistic way in order for them to develop to their full potential. I hold the same vision for my students as Te Whāriki has for young children, aspirations for becoming teachers are equivalent to the Te Whāriki intention for children to grow, ‘as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.’ (Ministry of Education [MoE], 1996, p. 9)