Using The American Schools Supervisor Model The Reggio Emilia Preschools Pedagogista Model And Adult Development To Create A Pedagogical Leadership Role For The District Of Columbia Public Schools Reggio Inspired Programs

Explores the roles of the pedagogista in the Reggio Emilia Municipal preschools, the supervisor throughout the history of traditional American public schools, and adult development as it applies to teacher development and the teacher/supervisor relationship.

Methods of professional development from 1993 through 2003 were identified, reviewed, and analyzed in this case study research. the main research question was "What are effective methods for professional development within a program inspired by the Reggio Emilia Approach to early learning?" Data were collected, categorized, and analyzed from three various staff focus group responses and documentation data within the program. Five main categories of professional development were identified and described as structural components, principles and values, strategies and techniques, attitudes and characteristics, and finally outcomes Each of these categories has a series of elements that are described. the value and effectiveness of the methods were discussed as well as their relationship to the Reggio Emilia Approach to learning. Findings suggest professional development is to be sustained and a priority within programs. Building relationships, collaboration, listening, and leadership all contribute to the effectiveness of professional development. Nine methods identified by focus groups to be most effective were noted while use of reflection, revisiting, documentation and dialogue were also found to be key. Suggestions for further study include collaborative endeavors among academic institutions and early childhood education programs concerning the quality of professional development. Furthermore, it would be beneficial to study the impact of professional development on children's learning, and the overall program while considering the costs and time necessary for professional development.

This book challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management.

"This large exhibition ... recounts the development and innovative energy of Reggio Emilia's educational work. Five sections present some of the latest projects in Reggio Emilia's infant-toddler centres and preschools, offering a broad, interdisciplinary kaleidoscope spanning various 'languages' and media." -- back cover.

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy.

An inspiring step-by-step guide to documenting children's ideas, questions, and learning in a way that enhances teacher's thinking and understanding

Inspiring Wonder, Awe, and Empathy offers a series of thoughtful practices for child care providers to nurture a child’s spiritual development—an extension of social-emotional learning. The book helps educators introduce young children to a system that begins with love and leads to a strong sense of self, ignites wonder and learning, and allows for the emergence of empathy that leads to personal wholeness. You can provide support and strengthen children’s self-awareness through deep connections, increased social awareness, and pro-social behaviors, such as kindness, caring, empathy, and reverence. Spiritual development moments help children to grow, explore, play, and ask big questions. Dr. Deborah Schein has been an early childhood educator since 1972. She has a BS in psychology from the University of Southern California at Santa Barbara, a master's degree in education with a focus on curriculum and instruction from Cleveland State University, and a PhD in early childhood education from Walden University. Deborah currently works as an educational consultant and teaches online early childhood graduate courses Champlain College. She offers workshops across the country for national movements and participates in webinars about the connection between spiritual development and nature education for young children. She now lives in St. Louis Park, Minnesota.

Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting for the first time in English, writings and speeches spanning 1945 to 1993, selected by a group of his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to extended pieces about Malaguzzi’s early life, the origins of the municipal schools and his ideas about children, pedagogy and schools. This material is organised into five chronological chapters, starting at the end of World War Two and ending just before his death, with introductions to each chapter providing background, including the historical context, the main events in Malaguzzi’s life and the rationale for the selection of documents. The book provides a unique insight into the background, thinking and work of Malaguzzi, revealing, in his own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, and how he combined many roles ranging from administrator and campaigner to researcher and pedagogue. Academics, students and practitioners alike will find this landmark publication provides rich insights into his life and work.