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317 Leithwood, K., Fullan, M., & Watson, N. (2003). The schools we need: A new blueprint for Ontario. Toronto, Ontario, Canada: Ontario Institute for Studies in Education of the University of Toronto. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. McNaughton, K., & Krentz, C. (2000). Reflections on constructivist practice in early childhood teacher education. The Canadian Journal of Research in Early Childhood Education, 8(2), 7 – 19. Malaguzzi, L. (1993). For an education based on relationship. Young Children, 49(1), 9 – 12. Malaguzzi, L. (1998). History, ideas and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 49 – 77). Norwood, NJ: Albex. Malaguzzi, L. (2001a, October). A quest for the possible. Rechild Newsletter, (5), 6. Reggio Emilia, Italy: Reggio Children. Malaguzzi, L. (2001b, October). Introduction to the hundred languages of children. Rechild Newsletter, (5), 12. Reggio Emilia, Italy: Reggio Children. Malaguzzi, L. (2001c, October). No way, the hundred is there. Rechild Newsletter, (5), 10. Reggio Emilia, Italy: Reggio Children. Mallory, B. L., & New, R. S. (Eds.). (1994). Diversity and developmentally appropriate practices: Challenges for early childhood education. New York: Teachers College Press Maslow, A.H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand Reinhold. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Merriam Webster Dictionary. (2005). Springfield, MA: Merriam Webster. Mesher, P., & Amoriggi, H. (2001). Adapting to change: Can the Reggio Emilia approach help with the implementation of the new Quebec curriculum? McGill Journal of Education, 36(3), 239 – 250. Mahmood, S. (2000). The experiences of beginning early childhood educators. Australian Journal of Early Childhood, 25(4), 1 – 8. Miller, J. (1993). The holistic curriculum. Toronto, Ontario, Canada: OISE Press.
318 Miller, S. M., & Shoptaugh, S. (2004). Reflections on a journey of inspiration: Teacher change in public education. In J. Hendrick (Ed.), Next steps toward teaching the Reggio way: Accepting the challenge to change (pp. 241 – 256). Upper Saddle River, NJ: Pearson Prentice Hall. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. Morrice, M. (1999). Prior learning assessment and recognition: One early childhood education program’s history. In J. Whitehead (Ed.), Research connections Canada: Supporting children and families (Vol. 3, pp. 31 – 48). Ottawa, Ontario, Canada: Canadian Child Care Federation. Morris, J. (2003). Ensuring the quality of distance education in the delivery of programs for early childhood care and education. In J. Whitehead (Ed.), Research connections Canada: Supporting children and families (Vol. 10, pp. 111 – 140). Ottawa, Ontario, Canada: Canadian Child Care Federation. Morris, S. (2002). Education and training as factors that affect recruitment and retention of staff in early childhood care programs. In E. E. Ferguson (Ed.), Reflecting on and keeping qualified staff in child care (p. 5). Halifax, Nova Scotia, Canada: Child Care Connections. Morrison, G. (2004). Early childhood education: Twenty predictions for the future. University of North Texas article. Retrieved November 23, 2005, from http://www.unt.edu/SuccessForLife/pdf/early_child_education Moss, P. (2000). Training of early childhood education and care staff. International Journal of Educational Research, 33, 31 – 53. Moss, P., & Petrie, P. (2002). From children’s services to children’s spaces: Public policy, children and childhood. London: Routledge Falmer. Moustakas, C. (1990) Heuristic research: Design, methodology, and applications. Newbury Park, CA: Sage Publications. New, R. (2000a). Reggio Emilia: Catalyst for change and conversation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED447971) New, R. (2000b). An approach or an attitude. In J. L. Roopnarine & J. E. Johnson (Eds.), Approaches to early childhood education (pp. 341 – 358). Upper Saddle River, NJ: Merrill. New, R. (2003). Reggio Emilia: New ways to think about schooling. Educational Leadership, 60(7), 34 – 38.
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REACHING THE TOP OF THE MOUNTAIN: T
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Acknowledgements I wish to express
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Teacher as Theory Builder .........
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Dedication This dissertation is ded
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2 are inextricably linked to issues
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4 2. What is the perception of the
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6 educators who have adapted a refr
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8 constructive process. It is based
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10 Experiential or active learning
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12 through active involvement with
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14 Relevance of Study When I took a
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16 the centre of the labyrinth can
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18 without walls, the teacher calle
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20 As a very young child, the teach
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22 of completing my education and r
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24 what the learner already knows t
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26 unsure of my direction; still I
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28 the centre or return to the entr
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30 here, though, is that these expe
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32 of fixing children by teaching t
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34 relates to those aspects of acti
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36 As I articulate my experiences w
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38 An essential part of who I am an
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40 teacher-centred practice. Teache
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42 well was gradually undergoing re
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44 While education staff in public
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46 school settings, has an equally
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48 In Ontario, over 90% of the 300,
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50 knowledge and skills not possess
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52 staff members who do not have sp
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54 Content and pedagogy should be i
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56 order to remain competitive, it
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58 those employed in child care are
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60 and/or co-workers (Doherty & For
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62 exacerbated by the findings that
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64 Québec a public education campa
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66 You Bet I Care! (2000) examined
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68 coupled with feelings of inadequ
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70 dimension as “it takes place i
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72 thirds of assistant teachers and
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74 psychological and physical safet
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76 Certification. Certification is
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78 aspire to (CCCF, 1995). The beli
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80 According to Bertrand (2003), co
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82 difficulty with recruitment and
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84 childhood educators. Perhaps a v
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86 teaching staff in order to help
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88 The disappointing findings helpe
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90 curriculum. The former rather th
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92 evolves, diverging along new pat
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94 require the abandonment of a wid
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96 consideration of how children le
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98 may involve recognition of child
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100 prematurely is that those who c
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102 1996). Some of the criticism su
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104 best from activities they thems
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106 The Reggio Emilia Approach The
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108 4. documentation: teachers and
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110 change their interactions based
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112 Documentation in this form is n
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114 own evolving authentic curricul
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116 lead “into an expanding world
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118 gap between what “the child i
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120 to visit the programs appeared
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122 lack of research and its limite
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124 classroom, teachers learn and r
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126 issues, a self-directed orienta
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128 changes within the school as a
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130 of practice within communities
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132 outcomes for programs with a so
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134 This program began in 1975 and
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136 reflective practice involving j
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138 beginning teachers.” Interest
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140 In the Forward to Developmental
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Chapter Four: Methodology What you
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144 (multiple realities are sociall
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146 are issue oriented and are “n
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148 implications to halting the pra
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150 my research participants and wi
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152 was the child, not her teacher.
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154 In making the study accessible,
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156 these categories: current pract
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158 widely used by market researche
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160 particular project topic brough
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162 collaboration involving mutual
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164 The Weary Traveler: Roadblock F
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166 Conclusion In collecting data,
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168 the experience of teachers who
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170 twenty bucks for Chinese New Ye
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172 The centre now occupies space i
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174 for the kid’s interests. You
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176 analyzed by the group. At the p
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178 Figure 5. The weather project d
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180 program more theirs” Subseque
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182 teachers, the rest see them as
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184 It makes you pumped. Sometimes
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186 Case Study Number Two: The Spir
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188 the various levels of the organ
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190 volunteers her time to facilita
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192 willing to learn. It is not som
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194 Challenges. Given the limited h
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196 educational model, the oppositi
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198 Emerging directions. Rose has n
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200 There was a discernable absence
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202 preschool age children (2 1/2 t
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204 Mary was satisfied with this th
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206 community helper is.” Communi
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208 Recognizing the children’s in
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210 Mary believes that child care h
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212 The children are the seeds. The
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214 Mary would advise others to est
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216 Figure 17. Splat, splat like Ja
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218 As a result of fees and capacit
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220 work. Felicia was solicited by
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222 Felicia’s co-worker was the f
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224 curriculums and criticism was i
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226 children could have a really ex
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228 feelings of confidence mixed wi
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230 you can answer that question ho
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Chapter Six: Discussion If nature h
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234 The Impact of Context The situa
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236 Feeling valued and supported in
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238 impacted Rose’s attitude towa
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240 in the field. Rose has been tak
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242 practice with the chance to att
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244 are interested and they are pas
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246 primarily to the teachers. Mary
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248 learners. While this is a “de
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250 “not engaged” with an emerg
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252 alternative perspective, a teac
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254 had difficulty reconciling the
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256 the project determined its dire
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258 Layla recalled the experience o
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260 information. A newsletter produ
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262 order to ascertain future direc
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264 (Rankin, 2004). In Reggio Emili
Page 273 and 274: 266 theory is just a proposed expla
Page 275 and 276: 268 Table 1 Katz’s Model of Teach
Page 277 and 278: 270 Katz’s conceptualization (200
Page 279 and 280: 272 Table 2 Kashin’s Model of Eme
Page 281 and 282: 274 availability could produce the
Page 283 and 284: Chapter Seven: Future Directions If
Page 285 and 286: 278 as I have been, to detach thems
Page 287 and 288: 280 objects created by adults remov
Page 289 and 290: 282 winter semester of 2006, I am o
Page 291 and 292: 284 Emilia to early childhood educa
Page 293 and 294: 286 within a Reggio-inspired enviro
Page 295 and 296: 288 However, the ship cannot be rep
Page 297 and 298: 290 curriculum choices from a broad
Page 299 and 300: 292 editor, a friend, and the parti
Page 301 and 302: 294 As I envision the future, it ho
Page 303 and 304: 296 of custom, of the normal, of th
Page 305 and 306: 298 theory in practice take place f
Page 307 and 308: 300 The question being pondered was
Page 309 and 310: 302 developmentally appropriate to
Page 311 and 312: 304 with this perception of my fiel
Page 313 and 314: References Adcock, S. G., & Patton,
Page 315 and 316: 308 appropriate practice in early c
Page 317 and 318: 310 Corbett, B. E. (1989). A centur
Page 319 and 320: 312 Ferguson, E. (1994). Child care
Page 321 and 322: 314 Griffin, S. (2002). To be or no
Page 323: 316 Katz, L. (1999). Curriculum dis
Page 327 and 328: 320 Palmer, P. J. (1998). The coura
Page 329 and 330: 322 Schön, D.A. (1996). Educating
Page 331 and 332: 324 Weber, S., & Mitchell, C. (1995
Page 333 and 334: Appendix A: Invitation to Participa
Page 335 and 336: 328 I am free to decline to answer
Page 337 and 338: 330 4. What are the strengths of th
Page 339 and 340: Appendix E: The Image of the Teache
Page 341 and 342: 334 Image: 1. How does the image ot
Page 343 and 344: 336 obvious to me and I react with
Page 345 and 346: 338 Layla: That was the place with
Page 347 and 348: 340 table relates to the topic. The
Page 349 and 350: 342 supply teacher has a child in h
Page 351 and 352: 344 the children regarding the char
Page 353 and 354: 346 conversation about A R T contin
Page 355: 348 22 going on, puzzles or another
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