The daily reality of working with a group of young children presents many demands for adults in early childhood programs. There are the ongoing chores of caretaking and cleaning up, planning and providing an engaging curriculum, communicating with families and coworkers, and the ever-growing pressures for outcomes, assessment, and documentation to prove that children are learning when they are with them. These pressures compete for their attention, making it difficult to keep the child at the center of their work. Most of them went to work with young children because they love the children's view of the world and wanted to share it with them. Yet, with all of these preoccupations and problems, how can they possibly stay truly present in the moment and really "see children"? In this article, the author shares some practices that she has adopted, and describes the "Thinking Lens for Reflective Teaching" that she and her colleagues have developed.