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- Early childhood education (11)
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Articles 31 - 57 of 57
Full-Text Articles in Education
Caroline Pratt: Progressive Pedagogy In Statu Nascendi, Jeroen Staring
Caroline Pratt: Progressive Pedagogy In Statu Nascendi, Jeroen Staring
Occasional Paper Series
This article explores two themes in the life of Caroline Pratt, founder of the Play School, later the City and Country School. These themes, central to Harriet Cuffaro’s values as a teacher and scholar, are Pratt’s early progressive pedagogy, developed during experimental shopwork between 1901 and 1908; and her theories on play and toys, developed while observing children play with her Do-With Toys and Unit Blocks between 1908 and 1914. Focusing on her early and previously unexplored writings, this article illustrates how Caroline Pratt developed a coherent theory of innovative progressive pedagogy.
The Experience Of Working And Learning Together, Jane Clarke
The Experience Of Working And Learning Together, Jane Clarke
Occasional Paper Series
Before describing some remarkable learning experiences that stand out from her most recent observations of and conversations with teachers, the author shares three film clips of children which demonstrate some activities that can become an important “habit,” as children engage daily in outdoor activities using simple, open-ended building materials.
When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir
When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir
Occasional Paper Series
Unit blocks have probably been used in some Icelandic preschools since 1950 or 1960, but a turning point occurred when one of the author's teachers from the Iceland University of Education (Fosturskoli Islands), Jonina Tryggvadottir, returned from studying with Harriet Cuffaro at Bank Street College in New York City.
Thinking Through Early Childhood, Jonathan Silin
Thinking Through Early Childhood, Jonathan Silin
Occasional Paper Series
Working against the grain of history and contemporary assumptions about the nature of the field, the author makes a counterintuitive argument that decenters the child and brings forward the adult in early childhood education (ECE).
Introduction: Living A Philosophy Of Early Childhood Education - A Festschrift For Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Introduction: Living A Philosophy Of Early Childhood Education - A Festschrift For Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Occasional Paper Series
This issue of the Occasional Paper Series is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift—a volume reflecting the values, theories, and passions of a senior scholar in a field—seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than we can possibly count. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has “unfolded and connected” essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. …
Toward A More Loving Framework For Literacy Education, Clio Stearns
Toward A More Loving Framework For Literacy Education, Clio Stearns
Occasional Paper Series
In this provocative and moving essay, Clio Stearns, a Bank Street educated teacher, toggles back and forth between moments with her young daughter who daily grows more attached to books and moments with her fifth grade students who remain disconnected from her carefully chosen texts. Refracted through a psychoanalytic lens and a deeply caring heart, Stearns’ description of her classroom practices offers a canny account of all that she must give up in order to see through and past her students’ resistance. In a surprising turn of events she learns to join with her students as they become curious …
Changing Through Laughter With “Laughter For A Change”, Laurel J. Felt, Ed Greenberg
Changing Through Laughter With “Laughter For A Change”, Laurel J. Felt, Ed Greenberg
Occasional Paper Series
This paper describes systematic observation, research, and analysis of Laughter for a Change (L4C)’s 2011–2012 after-school improv workshop, revealing the program’s multiple impacts. Our data suggest that improvising creates a “safe space,” a supportive context in which participants feel empowered to take risks and play freely.
Building After-School Islands Of Expertise In “Wrestling Club”, Victor Sensenig
Building After-School Islands Of Expertise In “Wrestling Club”, Victor Sensenig
Occasional Paper Series
This paper examines a public library that channeled and enhanced children’s expertise through a program called Wrestling Club. It shows that by validating children’s interest in a nonacademic topic, librarians can motivate them to willingly take part in authentic reading and writing practices. The paper also suggests how a high-interest subject such as professional wrestling can become a vehicle for academic development.
Time For A Paradigm Shift: Recognizing The Critical Role Of Pictures Within Literacy Learning, Beth Olshansky
Time For A Paradigm Shift: Recognizing The Critical Role Of Pictures Within Literacy Learning, Beth Olshansky
Occasional Paper Series
Broadens the definition of literacy with the help of children’s drawings and conversations. The author shows how the social practices of literacy are enacted in and through the visual.
Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph
Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph
Occasional Paper Series
Through a rich description of how young children use drawing to express their emerging understandings of the world, Rudolph disrupts narrow definitions of the child as learner.
Art Education At Bank Street College, Then And Now, Edith Gwathmey, Ann Marie Mott
Art Education At Bank Street College, Then And Now, Edith Gwathmey, Ann Marie Mott
Occasional Paper Series
Takes readers through the history of art education at Bank Street College to show the innovative and child-centered approaches that continue to challenge dominant educational thinking.
Seeing Meaning, Barry Goldberg
Seeing Meaning, Barry Goldberg
Occasional Paper Series
Artist Barry Goldberg’s essay, Seeing Meaning, in which he narrates his personal experiences working with young children, exposes the limitations of words and suggests the possibility of a responsiveness from adults that serves to open and sustain creative thinking.
The Affective Flows Of Art-Making, Bronwyn Davies
The Affective Flows Of Art-Making, Bronwyn Davies
Occasional Paper Series
Invites readers to consider the transient and surprising things that occur for both adult and child within the rhythmic flows of art making.
Entering The Secret Hideout: Fostering Newness And Space For Art And Play, Shana Cinquemani
Entering The Secret Hideout: Fostering Newness And Space For Art And Play, Shana Cinquemani
Occasional Paper Series
Describes the transformative nature of negotiated spaces between the school and children’s self-initiated drawings.
Introduction: Art & Early Childhood - Personal Narratives And Social Practices, Kristine Sunday, Marissa Mcclure, Christopher Schulte
Introduction: Art & Early Childhood - Personal Narratives And Social Practices, Kristine Sunday, Marissa Mcclure, Christopher Schulte
Occasional Paper Series
In this issue of Bank Street’s Occasional Paper Series, we explore the nature of childhood by offering selections that re/imagine the idea of the child as art maker, inquire about the relationships between children and adults when they are making art, and investigate how physical space influences our approaches to art instruction. We invite readers to join a dialogue that questions long-standing traditions of early childhood art—traditions grounded in a modernist view of children’s art as a romantic expression of inner emotional and/or developmental trajectories. We have also selected essays that create liminal spaces for reflection, dialogue, and critique of …
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Preparing Teachers For Place-Based Teaching, Amy Vinlove
Occasional Paper Series
This paper begins by offering two portraits of recent teacher education graduates providing place-based teaching in their classrooms, followed by a description of the knowledge, skills, and dispositions teachers (new or seasoned) must possess to effectively teach in a place-based manner. Next is a short discussion of the importance of experience and application of these tenets. Finally, there are three examples of activities and assignments my colleagues and I have developed for our teacher preparation program. We aim for these experiences to help inspire and prepare our graduates to integrate their local communities and places into their own classrooms, whether …
Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie
Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie
Occasional Paper Series
Describes nature preschools as places that go beyond the typical preschool teachings within the classroom. Activities at nature preschools may include child-centered outdoor investigations, unstructured play and exploration in rich outdoor settings, large, natural areas to explore, and special programs that might include making maple syrup or apple cider, meeting live animals, and discovering pond life.
Learning Naturally: An Inquiry Study Of Streams In Hawaii, Becca Kesler
Learning Naturally: An Inquiry Study Of Streams In Hawaii, Becca Kesler
Occasional Paper Series
Describes a teacher-guided, place-based inquiry curriculum.
"I anticipated that it would give my students opportunities for exploration, critical thinking, problem solving, creativity, and collaboration, while developing a relationship with the natural world. This is the story I would like to share. My hope is that it will provide other teachers with the inspiration to consider the rich learning opportunities available in their local environments." -- Author
Discovering Place-Based Education In The Foothills Of The Himalayas, Monimalika Day, Doug Hernandez
Discovering Place-Based Education In The Foothills Of The Himalayas, Monimalika Day, Doug Hernandez
Occasional Paper Series
The central feature of this paper is a portrait of a teacher conducting lessons near a pond in a remote village in the foothills of the Himalayas. It describes how the teacher provides opportunities for her young students to explore their natural environment and helps them to connect with their place. It is essential to note that her story represents the efforts of many other preschool teachers working with Prakriti.
Place-Based Education: (Re)Integrating Ecology & Economy, Mark T. Kissling, Angela M. Calabrese Barton
Place-Based Education: (Re)Integrating Ecology & Economy, Mark T. Kissling, Angela M. Calabrese Barton
Occasional Paper Series
Describes the relationship between ecology and economy in place-based education.
Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes
Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes
Occasional Paper Series
In this article we describe and analyze the process first grade teachers used as they guided their students to investigate a place in their school community called “the Theater District,” an important industry in the neighborhood.
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Occasional Paper Series
The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.
Playing In Literary Landscapes: Considering Children's Need For Fantasy Literature In The Place-Based Classroom, Sarah Fischer
Playing In Literary Landscapes: Considering Children's Need For Fantasy Literature In The Place-Based Classroom, Sarah Fischer
Occasional Paper Series
Are the philosophies and pedagogical practices of literature-based classrooms congruent with place-based classrooms? In this paper, the author argues that not only is imaginative literature compatible with place-based philosophies, but it can become a powerful centerpiece of a curriculum aimed at educating for a sense of place and inspiring life-long readers.
Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman
Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman
Occasional Paper Series
David Greenwood (formerly Gruenewald) is a Canada research chair in environmental education at Lakehead University, where he also directs the Centre for Place and Sustainability Studies. He has published widely on critical place-based, environmental, and sustainability education. His current interests are to continue to make connections between the big ideas of place and sustainability and other big ideas and experiences in the arts, mindfulness, embodiment, and being in the world.
Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen
Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen
Occasional Paper Series
Each of the papers in Claiming the Promise of Place-based Education offers a much-needed antidote to the forces that disconnect us from the places we teach, learn, and live in. Taken together, they provide an opportunity to reflect on the power of place in education. We invite you to enjoy the fresh air that the authors of this issue of Occasional Papers have brought with them to share with you.
Technology As A Tool For Collaboration, Understanding & Engagement, Kai Johnson
Technology As A Tool For Collaboration, Understanding & Engagement, Kai Johnson
Occasional Paper Series
The author incorporates multimodal online inquiry to deepen the thinking of children in his elementary classroom. When he sees how engaged his students are in their work, he realizes that this is a true picture of constructivist learning.
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Occasional Paper Series
Cover page, table of contents, editors' notes.