The Construction Site Project
Transforming Early Childhood Teacher Practice
Bibliographic Data
| ID | 4255138 |
|---|---|
| Authors | Kathryn Mcnaughton (0000-0003-3668-876X, University College of the North), Caroline Krentz (University of Regina) |
| Year | 2007 |
| Volume | 46 |
| Issue | 1 |
| Pages | 65-73 |
| Publication date | 2007-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840709336550 |
| OpenAlex | W1978802487 |
| Language | EN |
| References cited | 4 |
The work of Malaguzzi (inCitationEdwards, Gandini, & Forman, 1998;CitationFraser, 2006) has made the fundamentals of the preschools of Reggio Emilia familiar to many early childhood educators. The article describes an authentic project that enhanced undergraduate and postgraduate participants' understanding of the impact of collaboration, conversation, and documentation. Through this experience, participants came to see these concepts as significant elements in reflective teacher practice. Additional informationNotes on contributorsKathryn McNaughton Vice-President Caroline Krentz Professor Emerita
Conversation · Developmental psychology · Documentation · Early childhood · Early childhood education · Greenwich · Library science · Mathematics education · Pedagogy · Sociology · Teacher education · Collaborative Teaching and Inclusion · Communication · Computer Science · Education and Technology Integration · Psychology · Reflective Practices in Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |