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325 Wood, D., Bruner, J., & Ross G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89 – 100. Wood, E., & Bennett, N. (1999). Changing theories, changing practice: Exploring early childhood teachers’ professional learning. Teaching and Teacher Education 16, 635 – 647. Woodhead, M. (1996). In search of the rainbow: Pathways to quality in large-scale programmes for young disadvantaged children. Early Childhood Development: Practice and Reflections, (10). The Hague, Netherlands: Bernard Van Leer Foundation. Wortham, S. (1992). Childhood: 1892–1992. Olney, MD: Association for Childhood Education International. Wright, S. (2000). Why Reggio Emilia doesn’t exist: A response to Richard Johnson. Contemporary Issues in Early Childhood, 1(2), 223 – 226. Yelland, N., & Cartmel, J. (2000). Rethinking professional practice: Narratives of the practicum. In N. Yelland (Ed.), Promoting meaningful learning: Innovations in educating early childhood professionals (pp. 25 – 34). Washington, DC: National Association for the Education of Young Children. Yelland, N., & Grieshaber, S. (2000). Inside out and outside in. In N. Yelland (Ed.), Promoting meaningful learning: Innovations in educating early childhood professionals (pp. 1 – 7). Washington, DC: National Association for the Education of Young Children. Zoran, N. (2002). The inner voice of the teacher: The key to quality. In D. Rothenberg (Ed.), ECAP Collaborative: Proceedings of the Lillian Katz Symposium (pp. 91 – 93). Urbana, IL: Clearinghouse on Early Education and Parenting.
Appendix A: Invitation to Participate in a Research Study 252 Bloor Street West, Room 4-485, Toronto, Ontario M5S 1V6 November 6, 2003 Invitation to Participate in a Research Study Dear Early Childhood Education Teacher: If you like telling stories about your experiences with children you may be interested in participating in a research study entitled: The Image of the Teacher: The Impact of Using an Emergent Curriculum on Early Childhood Educator’s Self-Image and Practice. My name is Diane Kashin and I am a doctoral student at the Ontario Institute for Studies in Education, University of Toronto. I am currently conducting a research study in teacher development within the field of early childhood education. I am looking for teachers who are implementing an emergent curriculum within their classrooms even if at the beginning stage. Participation in the research would involve interviews, the sharing of stories of practical knowledge and a visit by the researcher to your classroom. I will be beginning my research in January 2004 and hope to finish collecting data by June 2004. Interviews and classroom visits will be arranged at the convenience of the research participants. If participants are interested I could arrange a number of group meetings so as to facilitate an exchange of stories. I will be looking for participants from diverse backgrounds with varying degrees of experience. Involvement in the research study should prove to be a unique and beneficial professional development opportunity. Participants are free to withdraw from the study at anytime if they so choose. I am looking for approximately four participants in total. Please let me know if you are interested. I look forward to your reply. Sincerely, Diane Kashin 416-491-5050 (6129) 905-884-7406 326
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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
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266 theory is just a proposed expla
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268 Table 1 Katz’s Model of Teach
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270 Katz’s conceptualization (200
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272 Table 2 Kashin’s Model of Eme
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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
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Page 295 and 296: 288 However, the ship cannot be rep
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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 and 324: 316 Katz, L. (1999). Curriculum dis
Page 325 and 326: 318 Miller, S. M., & Shoptaugh, S.
Page 327 and 328: 320 Palmer, P. J. (1998). The coura
Page 329 and 330: 322 Schön, D.A. (1996). Educating
Page 331: 324 Weber, S., & Mitchell, C. (1995
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
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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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