|A Connected Education: The Reggio Emilia Approach to Early Childhood Education,
A Semester One Independent Inquiry, 12(1)
In this independent inquiry, MacDonald provides an overview of the Reggio Emilia approach to early childhood education that highlights how this particular education style values connectedness. This inquiry project combined a review of the literature with a narrative analysis of field experiences in a Reggio inspired classroom. The paper starts with a brief history about the Reggio Emilia approach in Italy followed by a review and analysis of key elements of the approach including the view of the child, the one hundred languages of children, the teacher's role, documentation, classroom environment, parental involvement and curriculum.
|Learning and Curriculum:
A Story of One Child’s Connection With The Land,
A Semester Two, Case Inquiry, 12(2)
“Gardening?” My mom looked baffled and a little bit confused when I told her about my idea. “What does that have to do with curriculum?”.
Morley was a man who would spend an almost infinite amount of time in his garden, walking between the rows, caressing every pod of peas, testing it for ripeness, and nurturing it to the point where it could serve to nourish him. It was this same caress that held a club over a cod, which flopped helplessly around on the bottom of the boat. This hand, which could at once kill was the same hand that could bring life. It was the hand of survival. It was a teaching hand.
|My ABC's of Learning, A Semester One Biography of Learning, 12(3)
For my "Learners and Learning" Biography of Learning, I have decided to scrapbook my journey as a learner as a primary ABC Book. An ABC book is fitting because my specialization is Early Childhood Educaiton and a great deal of time is dedicated to learning the alphabet. Each page of my book highlights a word corresponding to a letter in the apphabet that means something to me as a learner. The words do not reflect everything I associate with learning but provide an overview of my memories as a learner, what I have learned in the MT program so far, my fears and aspirations for teaching, and my strengths and weaknesses as a learner.
| Towards a New Education: The Radtastic School of Inquiry and Awesomeness (RSIA),
A Semester One, Independent Inquiry, 12(4)
We have inherited a beautiful thing from our foremothers: public education. While the education system may contain certain beauty, it also brings with it nasty practices and false idols. Manifestations of which can be traced to the monastic system and more recently to the efficiency movement. The result of which is an education system that is nothing more than a relic of these dinosaurs, in spite of contemporary reformation movements (Cuban, 1984). While many teachers assume the charge of progressivism, its effects have yet to make a systemic impact. I maintain, that in order to create systemic change, the action must be deliberate, thoughtful, global (system wide) and, most importantly, democratic. To that end, I propose a hypothetical school: The Radtastic School of Inquiry and Awesomeness (RSIA).
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