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Foreword | |
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Acknowledgments | |
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Introduction | |
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Why Use Materials? | |
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Infants and Toddlers in Flow | |
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Humans: Unique Learners | |
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Sitting, Walking, Carrying | |
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Structuring the Use of Materials | |
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Conclusion: Materials' Meaning | |
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Framing Experiences | |
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The Brain's Attention Systems | |
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Facing Complexity | |
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Challenges: Glue, Scissors, Clay, Sewing | |
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Conclusion: Accumulating Skills | |
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Infants and Materials | |
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Infants' Predispositions | |
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Adults' Intentionality | |
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Food, Paper, Fabric, Sound | |
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Day by Day in Provocative Infant Spaces | |
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Conclusion: Natural Learners | |
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Man-Made Materials | |
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Cultural Contrasts: 10,000 Years Ago and Now | |
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Reggio and Neuroscience Resonances | |
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The Design and Development of Materials | |
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One Huge and Many Small Events | |
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Conclusion: Meaning-Full Materials | |
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Painting with Tempera | |
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Stumbling, Reflecting, Learning | |
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A Theory of How We Learn | |
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Teaching with Intention | |
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A Culture of Relationships | |
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Beginning Use of Tempera | |
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Conclusion: The Joy of Painting | |
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Clay | |
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6-Month- and 2-Year-Old Reactions | |
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Molding the Brain | |
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Joyful Tactile Experiences | |
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Conclusion: Clay, Creativity, and Competence | |
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Mark-Making | |
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A Natural Language | |
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A Story from Reggio | |
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Complex Intersections: Drawing and Decisions | |
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Small Choices/Large Impacts | |
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Self-Portraits Plus | |
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Conclusion: Drawing, An Imperative | |
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Exploring Paper | |
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Paper, Brain, and Hand | |
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New Ways with Paper: Eight Months of Activities | |
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Paper, Infants, and Toddlers: Reggio Stories | |
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Conclusion: New Perspectives | |
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Natural Materials | |
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Learning to See | |
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Infant and Toddler Investigations | |
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The Bounty of Natural Materials | |
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Research, Nature, and the Classroom | |
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Conclusion: The Power and Pleasure of Nature | |
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Light and Shadow | |
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How We Know What We See | |
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Discovering Light and Shadow | |
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Conclusion: Enticing the Infant/Toddler Brain | |
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List of Materials | |
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Art Supplies | |
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Tools | |
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Glossary | |
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References | |
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Index | |
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About the Author | |