| |
| |
| Foreword | |
| |
| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| Changing Practices | |
| |
| |
| The Book's Content | |
| |
| |
| Breaching the Reggio/U-S. Divide | |
| |
| |
| |
| When Belief Drives Practice | |
| |
| |
| Cultural Context of Reggio Emilia | |
| |
| |
| Reggio's Unique Beliefs and Features | |
| |
| |
| Correlations: Best Practices and the Reggio Approach | |
| |
| |
| The Structure Supporting Reggio Practices | |
| |
| |
| Conclusion: Using Reggio and Other Best Practices | |
| |
| |
| |
| Developing Self-Regulation | |
| |
| |
| Becoming Self-Regulated | |
| |
| |
| The Reggio Approach | |
| |
| |
| Montessori's "Normalizing" Method | |
| |
| |
| A Scripted Kindergarten | |
| |
| |
| Scheduled Early Education | |
| |
| |
| The Model Early Learning Center's Techniques | |
| |
| |
| Conclusion: Self-Regulation�The Basis for Learning | |
| |
| |
| |
| Using Documentation to Gain Parents' Trust | |
| |
| |
| What Is Documentation? | |
| |
| |
| Documentation as a Magnet for Parents | |
| |
| |
| A Project Emerges | |
| |
| |
| Robust Parent Involvement | |
| |
| |
| Panels as Planning for Curriculum | |
| |
| |
| Conclusion: Documentation-A System for Listening | |
| |
| |
| |
| An Open Flow Day | |
| |
| |
| Essential Features of an Open Flow Day | |
| |
| |
| How Open Flow Looks | |
| |
| |
| Moving Toward Open Flow | |
| |
| |
| Conclusion: Differently Organized Days | |
| |
| |
| |
| The Environment Is the Curriculum | |
| |
| |
| When Design Fails to Support Children | |
| |
| |
| Exemplary Features of Reggio Classrooms | |
| |
| |
| Thinking About Design | |
| |
| |
| Developing an Aesthetic Sense | |
| |
| |
| Designing or Redesigning a Classroom | |
| |
| |
| Conclusion: A New Take on Environment | |
| |
| |
| |
| The Art of Meaning-Full Conversation | |
| |
| |
| Defining Conversation | |
| |
| |
| Holding Focused Conversations | |
| |
| |
| Conversation Punctuates a Project | |
| |
| |
| Techniques in the Conversation Tool Kit | |
| |
| |
| The Impact of Focused Conversation | |
| |
| |
| Conclusion: Conversing Toward Literacy | |
| |
| |
| |
| Intentional Teaching | |
| |
| |
| What Is Intention? | |
| |
| |
| Intention in Reggio Teachers | |
| |
| |
| Conclusion: The Teacher's Roles in Action | |
| |
| |
| |
| Materials and Human Development | |
| |
| |
| The "Languages" of Materials | |
| |
| |
| Materials and Brain Development | |
| |
| |
| "Framing" and the Brain's Attention Systems | |
| |
| |
| Triggering Visualization and Imagination | |
| |
| |
| Conclusion: The Romance of Materials | |
| |
| |
| |
| Materials and Relationships | |
| |
| |
| Why Materials Matter | |
| |
| |
| Finding Good Materials | |
| |
| |
| Asking Families to Help | |
| |
| |
| Materials and Cognition | |
| |
| |
| Conclusion: Finding Relationships | |
| |
| |
| |
| Documentation | |
| |
| |
| Walls as Curriculum | |
| |
| |
| Documentation of an Experience | |
| |
| |
| Walls That Encourage Mindful Activity | |
| |
| |
| Documentation at Work | |
| |
| |
| Using Documentation Reflectively | |
| |
| |
| Conclusion: Walls That Intrigue Parents | |
| |
| |
| |
| Assessing Children's Progress | |
| |
| |
| Evaluation | |
| |
| |
| Assessment | |
| |
| |
| Authentic Assessment | |
| |
| |
| Roadblocks to Authentic Assessment | |
| |
| |
| Reconciling Authentic Assessment and Standardized Testing | |
| |
| |
| Effectiveness of Authentic Assessment | |
| |
| |
| Conclusion: "Proof" Is Not Attainable | |
| |
| |
| |
| Significant Project Work | |
| |
| |
| An MELC Story | |
| |
| |
| AReggioStory | |
| |
| |
| The Contrast | |
| |
| |
| Conclusion: Bucking Cultural Imperatives | |
| |
| |
| |
| Excel | |
| |
| |
| Understanding the Acronym EXCEL | |
| |
| |
| Putting Excel to Work | |
| |
| |
| Using Excel to Rate Yourself | |
| |
| |
| Conclusion: Best Practices and Significant Work | |
| |
| |
| Glossary | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| About the Author | |