Topic

References

Topic Progress:

Module Eleven – References

Anderson, K. L., Martin, D. M., & Faszewski, E. E. (2006). Unlocking the Power of Observation. Science and Children, 44(1), 32-35.

Arthur, L. (2010). The early years learning framework: Building confident learners. Australia: Early Childhood Australia.

Bodrova, E., & Leong, D. (2010). Curriculum and play in early child development. Encyclopedia on early childhood development, 1-6.

Caspari, A., Kuhlthau, C., & Maniotes, L. (2007). Guided inquiry: Learning in the 21st century. CT: Libraries Unlimited.

Curtis, D. (2004). Creating invitations for learning. Child Care Information Exchange, 38-40.

Dewey, J. (1916). Democracy and Education: An Introduction to Philosophy of Education. London: Macmillan.

Dietze, B., & Kashin, D. (2012). Playing and learning in early childhood education. Toronto, ON: Pearson.

Dietze, B., & Kashin, D. (2016). Empowering pedagogy for early childhood education. Toronto, ON: Pearson.

Edwards, C. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. NJ: Ablex Publishing Corporation

Epstein, A. S. (2007). The intentional teacher. Childcare Exchange Magazine.

Festinger, L. (1957). A theory of cognitive dissonance. CA: Stanford University Press.

Gandini, L., & Edwards, C. P. (Eds.). (2001). Bambini: The Italian approach to infant/toddler care (Vol. 77). Teachers College Press.

Glassman, M., & Whaley, K. (2000). Dynamic Aims: The Use of Long-Term Projects in Early Childhood Classrooms in Light of Dewey’s Educational Philosophy. Early Childhood Research & Practice, 2(1), 1.

Hewett, V. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95-100.

Jessee, P. O., & Gaynard, L. (2009). Paradigms of play. In Thompson, R. H. (Ed.), The handbook of child life: A guide for pediatric psychosocial care (136-159). IL: Charles C Thomas Publisher.

Jones, E. (2012). The emergence of emergent curriculum. YC Young Children, 67(2), 66.

Jones, E., & Nimmo, J. (1994). Emergent curriculum. Washington: National Association for the Education of Young Children.

Jones, E., & Nimmo, J. (1999). Collaboration, Conflict, and Change: Thoughts on Education as Provocation. Young Children, 54(1), 5-10.

Katz, L., & Chard, S. C. (2000/1989). Engaging children’s minds: The project approach. CA: Greenwood Publishing Group.

Kroll, L. R., & LaBoskey, V. K. (1996). Practicing what we preach: Constructivism in a teacher education program. Action in Teacher Education, 18(2), 63-72.

LeCompte, M. D., Preissle, J., & Tesch, R. (Eds.). (1993). The role of theory in the research process. In Ethnography and qualitative design in educational research (116-157). MA: Academic Press.

Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of teacher education, 53(1), 33-43.

MacNaughton, G. & Williams, J. (2009). Teaching young children: choices in theory and practice. Maidenhead: Open University press.

Malaguzzi, L. (2001).  La educación infantil de Reggio Emilia. (Early childhood education in Reggio Emilia). Octahedron.

Miller, R. (2000). A brief introduction to holistic education. The encyclopedia of informal education.

Nicolopoulou, A. (2010). The alarming disappearance of play from early childhood education. Human development, 53(1), 1-4.

O’Connor, A., & Diggins, C. (2002). On reflection. Reflective practice for early childhood educators. CA: Open Mind Publishing.

OECD (2013). Education at a Glance 2013: OECD Indicators, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/eag-2013-en.

Ontario Ministry of Education (2016). The Kindergarten Program 2016. Retrieved from https://www.ontario.ca/document/kindergarten-program-2016.

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s Pedagogy for the Early Years. Ontario: Queen’s Printer.

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Basingstoke: Palgrave.

Rinaldi, C. (1998). Projected curriculum constructed through documentation—Progettazione. The hundred languages of children: The Reggio Emilia approach—Advanced reflections, 113-25.

Robelen, E. W. (2011). December 7). Building STEAM: Blending the Arts with STEM Subjects. Education Week31(13), 8-9.

Rodd, J. (1997). Learning To Develop as Early Childhood Professionals. Australian Journal of Early Childhood, 22(1), 1-5.

Saracho, O., & Spodek, B. (2003). Recent trends and innovations in the early childhood education curriculum. Early Child Development and Care, 173(2-3), 175-183.

Schön, D. A. (1983). The reflective practitioner: how professionals think in action. NY: Basic Books.

Schön, D. A. (1992). The theory of inquiry: Dewey’s legacy to education. Curriculum inquiry, 22(2), 119-139.

Seitz, H. J. (2006). The Plan: building on children’s interests. Retrieved from https://www.naeyc.org/files/yc/file/200603/SeitzBTJ.pdf.

Tanner, L. N. (1997). Dewey’s laboratory school. Lessons for today. NY: Teachers College Press.

U.N. Convention on the Rights of the Child (1989). UN General Assembly Document A/RES/44/25. Retrieved from http://www.cirp.org/library/ethics/UN-convention/

Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education. NY: Routledge.

Vygotsky, L. S. (1962). Thought and language. Cambridge: MIT Press.

Wolfe, J. (2000). Learning from the past: Historical voices in early childhood education. Alta: Piney Branch Press.