Teaching as Inquiry Rethinking Curriculum in Early Childhood Education with a Foreword by Jeanne Goldhaber

by Hill, Lynn T.; Stremmel, Andrew J.; Fu, Victoria R.

• ISBN13: 9780205412648
• ISBN10: 0205412645
• Edition: 1st
• Format: Paperback
• Copyright: 2004-08-11
• Publisher: Pearson

Summary

This text helps teach pre-service teachers the art of inquiry--instilling in students a sense of wonder, curiosity, asking questions, looking for answers, and making sense of the world in different ways. The authors see teaching as an art that supports the learner in multiple ways, using different tools that are responsive to their individual orientation or to their multiple intelligences.Teaching as Inquiryis based on best practice and centers around the philosophies of Reggio Emilia, as well as Dewey, Vygotsky, Piaget, Gardner and others.The book has a unique structure that focuses on helping future teachers understand the theory and apply it practically. Each chapter begins with a story from the classroom, followed by a list of questions to be considered throughout the chapter. "Think About It" boxes ask students to pause and reflect, and each chapter ends with suggestions for "Getting Started" as well as Web resources and suggested readings.

Table of Contents

Foreword	ix
Preface	xi
About the Authors	xv
PART ONE The Journey to Becoming a Teacher	1	(74)
An Invitation to Life: The Art of Teaching	3	(22)
Our Teaching Philosophy	7	(1)
The Art of Teaching	8	(1)
Why Do We Need Theories and Philosophy? How Do They Inform Teaching?	8	(2)
Curriculum and Teaching	10	(3)
Where's That Woozle?	11	(2)
Influential Thinkers	13	(5)
Jean-Jacques Rousseau (1712--1778)	13	(1)
Johann Heinrich Pestalozzi (1746--1827)	13	(1)
Friedrich Froebel (1782--1852)	13	(1)
John Dewey (1859--1952)	14	(1)
Urie Bronfenbrenner (1917--)	15	(1)
Jean Piaget (1896--1980)	15	(1)
Lev Vygotsky (1896--1934)	15	(1)
Jerome Bruner (1915--)	15	(1)
Barbara Rogoff	16	(1)
Howard Gardner (1943--)	16	(1)
The Reggio Emilia Approach	17	(1)
Our Philosophy of Teaching---Revisited	18	(2)
Metaphor: Teaching as Theater, or Performance	20	(1)
As You Embark on This Journey to Perform in the Classroom	21	(1)
Getting Started Activities	22	(1)
Resources	22	(1)
References	23	(2)
How You Teach Is Who You Are	25	(18)
The Tensions of Teaching and Learning to Teach	27	(2)
Autobiography, Reflection, and Transformation of Self	29	(2)
Metaphors and the Art of Teaching	31	(2)
Teaching Happens in Relationships: Teacher as Partner, Nurturer, and Guide	33	(1)
Knowing the Child: Image of a Particular Child	34	(2)
Knowing the Children: The Image of the Child	36	(2)
Knowing the Self as Teacher: Image of the Teacher	38	(2)
Who Am I? How Will I Teach?	40	(1)
Getting Started Activities	41	(1)
Resources	42	(1)
References	42	(1)
The Teacher as Researcher: Asking Questions, Discovering Answers	43	(16)
The Meaning of Teacher as Researcher	45	(1)
Developing the Disposition of Inquiry	45	(2)
Becoming a Teacher Researcher	47	(1)
Active Learners in the Classroom	47	(1)
Becoming a Reflective Thinker	48	(2)
Projects as Real Problems: Using the Cycle of Inquiry	50	(6)
Promoting Intergenerational Activities	51	(2)
Children Teaching and Learning in Collaborative Interaction	53	(1)
One Final Example: How Children Learn from a Teaching as Inquiry Approach	54	(2)
Getting Started Activities	56	(1)
Resources	56	(1)
References	57	(2)
The Preprofessional Portfolio: Documenting Self	59	(16)
What Is a Portfolio?	60	(1)
Why Do a Portfolio?	61	(1)
Types of Portfolios	62	(1)
What to Include in a Portfolio	63	(1)
Inquiry into the Self: Developing the Preprofessional Portfolio	64	(8)
Self as Person: ``Who Am I?'' ``What Do I Believe?'' ``What Helped Shape Who I Am?''	65	(1)
Self as Learner: ``Who Am I as a Student?''	66	(1)
Continuing the Journey: ``Who Am I as a Teacher?''	67	(1)
Teacher as Researcher	68	(1)
Self-Observation	69	(2)
The Importance of Collaboration	71	(1)
Representation and Reflection	71	(1)
Revisiting the Self: ``Who Am I Now?'' ``Where Am I Headed?''	72	(1)
Getting Started Activities	72	(1)
Resources	73	(1)
References	74	(1)
PART TWO The Child as Provocateur	75	(38)
The Child as Cultural Invention: Reconstructing Images of the Child	77	(16)
Who Is the Child?	78	(2)
Images of the Child	80	(7)
A More Positive View of the Child	87	(2)
Identifying Children's Strengths	89	(1)
Summary	90	(1)
Getting Started Activities	91	(1)
Resources	91	(1)
References	91	(2)
Creating an Environment for Children to be Known and Valued: Educational and Caring Spaces	93	(20)
A School That Values the Contributions of a Community of Learners	96	(14)
Children Arriving and Departing	98	(1)
Classroom Environment and Organization	98	(1)
Creative Materials and Tools with Multiple Possibilities	99	(1)
Individual and Group Identity	100	(2)
Possibilities of Light, Shadow, and Reflection	102	(1)
Space for Collaboration	103	(1)
Space for Individual Exploration and Ways of Knowing	103	(2)
Space to Be Alone and for Special Relationships	105	(1)
Caring for Others, Animals, and the Environment	106	(1)
Cultural Reproduction and Reconstruction	107	(1)
Relationships between Adults	107	(1)
Connecting the Outdoor and Indoor Spaces for Learning	108	(2)
Getting Started Activities	110	(1)
Resources	111	(1)
References	111	(2)
PART THREE Families, Schools, and Communities: Learning from One Another	113	(32)
A Family-Centered Model: Parent--Teacher Partnerships	115	(12)
Themes Underlying Parent Education and Involvement	117	(1)
Traditional Approaches to Parent Involvement	118	(1)
The Family-Centered Model	119	(4)
Barriers to Creating a Family-Centered Approach	120	(1)
A Story for Reflection	121	(1)
Becoming Family Centered: Family as Protagonist	121	(1)
Assessing How Family Centered You Are	122	(1)
Some Essential Elements of Parent--Teacher Partnerships	123	(1)
Summary	124	(1)
Getting Started Activities	125	(1)
Resources	125	(1)
References	126	(1)
The Amiable School: Incorporating Everyone into the Equation	127	(18)
Try to Remember That You Are a Community in the Making	129	(1)
Listening to the Voices of Our Families	130	(4)
The Journey toward Amiability	130	(4)
Listening to the Voices of Our Teachers	134	(3)
One Teacher's Action Research: Angi Primavera's Communication Project	136	(1)
Lessons Learned from This Action Research Project	137	(1)
Listening to the Voices of Our Children	137	(4)
Summary	141	(1)
Getting Started Activities	141	(1)
Resources	142	(1)
References	142	(3)
PART FOUR The Tools Of Teaching and Learning: Life in the Classroom	145	(98)
Negotiating the Curriculum: ``The Long Story''	147	(30)
How Do Projects Begin?	149	(1)
The Revolving Door Project	149	(23)
Lynn Sets the Stage	149	(1)
The Parent's Perspective: Christina's Mom Shares Her Part of the Long Story	150	(1)
Lynn Continues: Christina Finds Her Own Language	151	(2)
Kelly's Perspective	153	(2)
Commentary	155	(1)
Kelly Continues	155	(1)
Commentary	156	(1)
Kelly Continues	157	(1)
Commentary	157	(1)
Kelly Describes a Setback	158	(1)
Piaget's Theory of Cognitive Dissonance	159	(1)
Kelly Assists the Children with the Process of Rebuilding	159	(2)
Commentary: Moving Forward	161	(1)
Life in the Classroom: The Studio Teacher Joins the Project: Lynn's Role	162	(1)
Commentary	163	(1)
Lynn's Story Continues	163	(2)
Commentary	165	(1)
The Home--School Connection	166	(1)
Back to Creating in the Studio	166	(1)
Commentary	167	(1)
Where Do We Go from Here?	168	(2)
Christina's Mother Comments on Projects	170	(1)
Assembling the Door	171	(1)
Summary	172	(1)
Benefits of Project Work: Social Constructivist Theory in Action	172	(1)
Getting Started Activities	173	(1)
Resources	173	(1)
References	174	(3)
The Use of Documentation in an Inquiry-Based Classroom	177	(20)
Fueling the Program and Extending the Child's Interests	179	(4)
Master Teacher, Kelly Wells, Speaks	180	(3)
Providing an Opportunity for the Transformation of Teachers	183	(1)
Bringing Families into the Process	183	(2)
One Parent's Enthusiastic Response to the Power of Documentation	184	(1)
Providing a Means for Assessing the Child's Development over Time	185	(5)
Providing a Means for Assessing the Strengths and Weaknesses of a Program	190	(1)
Providing an Archive or History of the School	191	(1)
Advocating for Our Profession	192	(2)
Summary	194	(1)
Getting Started Activities	195	(1)
Resources	195	(1)
References	196	(1)
Projects as a Key to Community Building	197	(24)
How Can We Welcome Back the Ducks?	198	(9)
Mapmaking, Meaning Making	207	(3)
Committee Work	210	(4)
An Emphasis on Migration Shows Promising Possibilities for Curricular Fuel	214	(1)
Standards of Learning Addressed in Project: Think Like a Duck	215	(3)
Mathematics	215	(1)
Science	215	(1)
English	216	(1)
History and Social Sciences	216	(2)
Summary: What Have We Learned about Community Projects?	218	(1)
Acknowledgments	219	(1)
Getting Started Activities	219	(1)
Resources	219	(1)
References	220	(1)
Life in the Classroom: Teachers Speak Out about Inquiry-Based Teaching and Learning	221	(22)
Cindy Dowdy: First-Grade Teacher, Public School	222	(5)
Carla Liversedge: First- and Second-Grade Teacher, Parent Co-op	227	(5)
Gretchen Distler: Sixth-Grade Teacher	232	(4)
Elizabeth Bloomer: College Instructor, First-Year English	236	(7)
Index	243