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- catalog abstract "[This book] explores the Reggio Emilia approach to early childhood education. The Reggio approach was developed at preschools and infant-toddler centers in Reggio Emilia, Italy, and is an emergent international curriculum. Based on constructionist learning, this text is ideal for students and teachers of all experience levels. [It] includes inspiring stories of teachers who are transforming early childhood education and teacher preparation through the use of this new practice.-Back cover.".
- catalog contributor b12277150.
- catalog contributor b12277151.
- catalog created "c2002.".
- catalog date "2002".
- catalog date "c2002.".
- catalog dateCopyrighted "c2002.".
- catalog description "1. Experiencing Reggio Emilia -- First impressions of the Reggio Emilia preschools -- The history of Reggio Emilia Schools -- The sociocultural perspective -- Theoretical influences -- Guiding principles of the Reggio Emilia approach -- The environment as a reflection of Reggio Emilia principles -- 2. The image of the child -- Influences on the Reggio Emilia approach -- John Dewey's image of the child -- Erik Erikson's continuum of achievement -- Jean Piaget's stages of development -- Lev Vygotsky's view of the child's learning -- Barbara Biber and the whole child -- Considering the image of the child in teacher education -- Sharing an image of the child -- Implications of the image of the child -- Principles of inclusion -- 3. The role of the teacher -- The Changing role of the teacher -- The evolution of the role of the teacher -- The structure of schools in Reggio Emilia -- The teacher's role -- The pedagogista's role -- The atelierista's role -- The teacher in Reggio Emilia and in North America -- Early childhood education today -- The preparation of teachers -- Lambton College, Sarnia, Ontario -- Early childhood Pre-K teacher education program, University of Vermont -- 4. Relationships -- Relationships with families -- Challenges in forming relationships with families -- Relationships with children -- Opening channels of communication -- Meeting times to enhance relationships -- Linking play, projects, and relationship -- Presenting materials -- Collegial and community relationships -- Relationship in the preparation of teachers -- Seeing the results -- 5. Environment as the third teacher -- The environment as a reflection of values -- Identifying shared values -- Implementing Reggio Emilia principles -- Aesthetics -- Active learning -- Collaboration -- Transparency -- Bringing the outside world in -- Flexibility -- Relationship -- Reciprocity -- Supporting Reggio Emilia principles in the environment.".
- catalog description "6. Documentation -- The purpose of documentation -- The many forms of documentation -- The documentation process -- Observation -- Interpretation of observations -- Analysis of the documentation -- Challenges of documentation -- Making time for documentation -- Finding space -- Finding funds -- Encouraging parents to read documentation -- 7. Negotiating the curriculum -- The teacher-directed curriculum -- The emergent curriculum -- The negotiated curriculum -- Design phase -- Documentation phase -- Discourse phase -- Negotiated curriculum and long-term projects in Reggio Emilia -- Design in a Reggio project -- Documentation in a Reggio project -- Discourse in a Reggio project -- A Reggio-inspired project on bridges -- Challenges in negotiating the curriculum -- 8. The investigating classroom -- Discovering the investigating classroom -- The theories behind the investigative environment -- Promoting investigation in the classroom -- Fantasy and reality in the curriculum -- The Thinking Big Project -- Embarking on an investigation of plants -- Factors that promote investigation in the preschool classroom -- 9. Aesthetics in the program -- A walk through the classroom -- The Reggio Emilia approach to Art -- Respect -- Relationship -- Collaboration -- Transparency -- Reciprocity -- Documentation -- Putting the principles of aesthetics into practice -- Building a puppet theater -- Creating a mural -- Weaving experiences -- Painting lupines -- Examining art media -- Drawing -- Painting -- Clay -- Light as an art medium -- Multimedia -- Preparing teachers -- The role of the teacher in art programs -- 10. The hundred languages of children -- The language of imagination -- Bringing imagination to the classroom -- The richness of children's words -- The language of numbers -- Creating a message center -- Aesthetics -- Reciprocity -- Collaboration -- Afterword: the road ahead -- Appendix I. Children teaching teachers -- Appendix II. Audiovisual materials.".
- catalog description "Includes bibliographical references (p. 295-300) and index.".
- catalog description "[This book] explores the Reggio Emilia approach to early childhood education. The Reggio approach was developed at preschools and infant-toddler centers in Reggio Emilia, Italy, and is an emergent international curriculum. Based on constructionist learning, this text is ideal for students and teachers of all experience levels. [It] includes inspiring stories of teachers who are transforming early childhood education and teacher preparation through the use of this new practice.-Back cover.".
- catalog extent "xx, 319 p. :".
- catalog identifier "0766825442 (pbk.)".
- catalog issued "2002".
- catalog issued "c2002.".
- catalog language "eng".
- catalog publisher "Albany, NY : Delmar/Thomson Learning,".
- catalog spatial "British Columbia".
- catalog spatial "Italy Reggio Emilia".
- catalog subject "372.21/0945/43 21".
- catalog subject "Early childhood education British Columbia Case studies.".
- catalog subject "Early childhood education Italy Reggio Emilia Case studies.".
- catalog subject "LB1139.3.I8 F73 2002".
- catalog subject "Reggio Emilia approach (Early childhood education)".
- catalog tableOfContents "1. Experiencing Reggio Emilia -- First impressions of the Reggio Emilia preschools -- The history of Reggio Emilia Schools -- The sociocultural perspective -- Theoretical influences -- Guiding principles of the Reggio Emilia approach -- The environment as a reflection of Reggio Emilia principles -- 2. The image of the child -- Influences on the Reggio Emilia approach -- John Dewey's image of the child -- Erik Erikson's continuum of achievement -- Jean Piaget's stages of development -- Lev Vygotsky's view of the child's learning -- Barbara Biber and the whole child -- Considering the image of the child in teacher education -- Sharing an image of the child -- Implications of the image of the child -- Principles of inclusion -- 3. The role of the teacher -- The Changing role of the teacher -- The evolution of the role of the teacher -- The structure of schools in Reggio Emilia -- The teacher's role -- The pedagogista's role -- The atelierista's role -- The teacher in Reggio Emilia and in North America -- Early childhood education today -- The preparation of teachers -- Lambton College, Sarnia, Ontario -- Early childhood Pre-K teacher education program, University of Vermont -- 4. Relationships -- Relationships with families -- Challenges in forming relationships with families -- Relationships with children -- Opening channels of communication -- Meeting times to enhance relationships -- Linking play, projects, and relationship -- Presenting materials -- Collegial and community relationships -- Relationship in the preparation of teachers -- Seeing the results -- 5. Environment as the third teacher -- The environment as a reflection of values -- Identifying shared values -- Implementing Reggio Emilia principles -- Aesthetics -- Active learning -- Collaboration -- Transparency -- Bringing the outside world in -- Flexibility -- Relationship -- Reciprocity -- Supporting Reggio Emilia principles in the environment.".
- catalog tableOfContents "6. Documentation -- The purpose of documentation -- The many forms of documentation -- The documentation process -- Observation -- Interpretation of observations -- Analysis of the documentation -- Challenges of documentation -- Making time for documentation -- Finding space -- Finding funds -- Encouraging parents to read documentation -- 7. Negotiating the curriculum -- The teacher-directed curriculum -- The emergent curriculum -- The negotiated curriculum -- Design phase -- Documentation phase -- Discourse phase -- Negotiated curriculum and long-term projects in Reggio Emilia -- Design in a Reggio project -- Documentation in a Reggio project -- Discourse in a Reggio project -- A Reggio-inspired project on bridges -- Challenges in negotiating the curriculum -- 8. The investigating classroom -- Discovering the investigating classroom -- The theories behind the investigative environment -- Promoting investigation in the classroom -- Fantasy and reality in the curriculum -- The Thinking Big Project -- Embarking on an investigation of plants -- Factors that promote investigation in the preschool classroom -- 9. Aesthetics in the program -- A walk through the classroom -- The Reggio Emilia approach to Art -- Respect -- Relationship -- Collaboration -- Transparency -- Reciprocity -- Documentation -- Putting the principles of aesthetics into practice -- Building a puppet theater -- Creating a mural -- Weaving experiences -- Painting lupines -- Examining art media -- Drawing -- Painting -- Clay -- Light as an art medium -- Multimedia -- Preparing teachers -- The role of the teacher in art programs -- 10. The hundred languages of children -- The language of imagination -- Bringing imagination to the classroom -- The richness of children's words -- The language of numbers -- Creating a message center -- Aesthetics -- Reciprocity -- Collaboration -- Afterword: the road ahead -- Appendix I. Children teaching teachers -- Appendix II. Audiovisual materials.".
- catalog title "Authentic childhood : exploring Reggio Emilia in the classroom / Susan Fraser, Carol Gestwicki.".
- catalog type "Case studies. fast".
- catalog type "text".