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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Framing Inquiry-And Staying Close to Children | |
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| Teacher Research and Early Childhood Practice | |
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| Teacher Research and Early Childhood Curricula and Philosophies | |
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| The Process of Inquiry-The Art of Doing Teacher Research | |
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| Finding a Path of Inquiry | |
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| Research Questions | |
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| Data Collection-Finding the Little Gems | |
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| Understanding Your Data Through Documentation | |
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| Using Teacher Research to Understand and Promote Children's Play and Interaction | |
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| Toddlers-Building Community Through Play | |
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| Promoting More Sophisticated Play and Interaction in Preschool | |
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| Teacher Research and Understanding Children's Language Development | |
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| Children's Language and the Language of Teacher Research | |
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| Collecting and Analyzing Data on the Language Experiences of Infants | |
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| Toddlers-Entering Worlds of Discovery and Learning | |
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| Teacher Research and Children's Projects and Literacy Learning | |
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| Understanding Children's Project-Based Learning | |
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| Researching Children's Storytelling and Story Dramatization | |
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| Reconceptualizing Children's Early Literacy Development | |
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| Forms of Writing About and Disseminating Teacher Research | |
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| Innovative Ways to Write About Teacher Research | |
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| Narrative Inquiry-The Value for Teacher Research | |
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| Integrating Poetry, Memoir, and Stories | |
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| Using Stories, Photographs, and Artwork | |
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| Using Audit Trails as Analytical Graphics | |
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| Future Directions for Teacher Research in Early Childhood Education | |
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| Forms and Functions of Early Childhood Teacher Research | |
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| Why Do Teacher Research in Early Childhood Education? | |
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| Where Do We Go From Here? | |
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| References | |
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| Index | |
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| About the Authors | |