We are all explorers : learning and teaching with Reggio principles in urban settings / Daniel R. Scheinfeld, Karen M. Haigh, Sandra J.P. Scheinfeld ; foreword by Lella Gandini.

Format:

Book

Author/Creator:

Scheinfeld, Daniel R. (Daniel Richard), 1933-

Contributor:

Haigh, Karen M.

Scheinfeld, Sandra J. P.

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Early childhood education--Illinois--Chicago.

Early childhood education.

Experiential learning--Illinois--Chicago.

Experiential learning.

Early childhood education--Parent participation--Illinois--Chicago.

Early childhood education--Italy--Reggio Emilia--Philosophy.

Philosophy.

Early childhood education--Parent participation.

Italy--Reggio Emilia.

Illinois--Chicago.

Physical Description:

xiii, 191 pages : illustrations ; 26 cm

Place of Publication:

New York, NY : Teachers College Press, [2008]

Summary:

As humans, our many levels of language use distinguish us from the rest of the animal world. For many scholars, it is the recursive aspect of human speech that makes it truly human. But linguists continue to argue about what recursion actually is, leading to the central dilemma: is full recursion, as defined by mathematicians, really necessary for human language? -- Language and Recursion defines the elusive construct with the goal of furthering research into language and cognition. An up-to-date literature review surveys extensive findings based on non-verbal communication devices and neuroimaging techniques. Comparing human and non-human primate communication, the book's contributors examine meaning in chimpanzee calls, and consider the possibility of a specific brain structure for recursion. The implications are then extended to formal grammars associated with artificial intelligence, and to the question of whether recursion is a valid concept at all. Among the topics covered: -- * The pragmatic origins of recursion. * Recursive cognition as a prelude to language. * Computer simulations of recursive exercises for a non-verbal communication device. * Early rule learning ability and language acquisition. * Computational language related to recursion, incursion, and fractals -- * Why there may be no recursion in language. Regardless of where one stands in the debate, Language and Recursion has much to offer the science community, particularly cognitive psychologists and researchers in the science of language. By presenting these multiple viewpoints, the book makes a solid case for eventual reconciliation.

Contents:

The Municipal Preschools of Reggio Emilia 2

Exploring Reggio Principles in Chicago Commons Preschools 3

The Pipes Study: An Example of the Application of Reggio Principles in Chicago 6

Expressions of Reggio Principles in the Pipes Study 12

The Significance of Dialogue for Human Development 14

Challenging Questions 14

2 Listening, Observing, Reflecting, and Responding 17

Learning to Listen, Observe, Reflect, and Respond 18

The Windows Study and the Agendas Issue 18

Children's Interests 21

Carmen and the Teacher 23

3 Co-Construction of Understandings with Children 30

In What Ways Do Teacher-Child Interactions Facilitate Children's Thinking? 30

What Processes Within the Teacher Help Her Facilitate Children's Thinking? 36

How Do Teachers Facilitate Thoughtful Dialogue with and Among Children in Small Groups? 37

4 Children's Representations 44

Representations in the Process of Learning 45

The Teacher's Role in Facilitating Children's Representations 55

Exploring Materials: Children Learning Representational Skills 56

Relationships Among Representation, Learning, and Understanding 58

5 The Emergent Curriculum 59

The Developmental Goal for Children 60

The Emergent Curriculum Cycle 60

Observations on the Three In-Depth Studies 69

6 The Learning Environment: Classroom, School, Neighborhood, and City 71

The Classroom Environment 71

Learning Environments Beyond the Classroom 79

Asking Questions About Learning Environments 84

7 Classroom Management 85

The Unfolding of a Half Day 87

Starting at the Beginning of the Year 93

Teacher Collaboration 93

Responding to Mandated Requirements 98

8 School Readiness 99

Capacities for Self-Regulated, Focused Learning 99

Development in Speaking, Thinking, Reading, Writing, and Math 102

Social-Emotional Development 113

9 Parent Partnership 115

The Home Visit 115

The Monthly Meeting 116

Drop-off and Pick-up Times 124

Portfolio Nights 125

Involving Parents in Children's In-Depth Studies 125

Parents Collaborating with Teachers in the Classroom and on Field Trips 126

10 Professional Development and Support of Teachers 129

Goals for Teacher Professional Development 129

Professional Development and Support of Teachers in Day-to-Day Work 131

Provision of Special Professional Development Experiences 143

Parallel Process 151

11 Organization of the Program 154

Coordinator Meetings 154

Collaboration with Site Directors 159

Administrative Structure of the Child Development Program 160

Connections Among Contexts of Communication 161

A Learning Community, a Learning Culture 163

The Spirit of the Reggio Approach 167

A Revisit to Reflection-Action-Reflection 169

Facilitating and Supporting Teacher Thinking and Action 170

Other Supports for Teachers 171

Suggestions to Leaders Who Plan to Introduce Reggio Ideas to Teachers 172

Why Explore the Reggio Approach? 174

Appendix A Brief History of the Reggio Emilia Exploration at Chicago Commons, 1991-2003 175.

Notes:

Includes bibliographical references (pages 179-180) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

9780807749081

0807749087

9780807749098

0807749095

OCLC:

231745526