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Autorenporträt
Susan Stacey: Susan Stacy is an early childhood consultant and teacher educator with more than thirty years of experience. Most of her experience has been in lab schools, where she has worked with children, educated teachers and student teachers, and conducted research. She presents frequently on emergent curriculum, observation, and documentation.
Inhaltsangabe
Introduction Learning from Stories How This Book Works Introducing Naomi Chapter 1: Revisiting Emergent Curriculum Misunderstandings and Questions Observation...and more: The E-mail Project Decision-making in Emergent Curriculum Groups and Time Frames Continuing the Cycle Further Reading Chapter 2: Creative Thinking in Emergent Curriculum Creative Teaching The Value of Dialogue A Director's Contribution The Physical Environment: The Classroom as a Workshop for Ideas Multiple Languages for Representing Ideas Opening the Mind to Creative Thinking ZiHao and the Skeletons: A Conversation with a Child Acting upon Our Imagination Further Reading Chapter 3: Using Stories as a Means of Professional Development Stories from London Bridge Adults Sharing Their Work Further Reading Chapter 4: Taking Time to Make Lemonade Stories from the Children's School at Pacific Oaks College: The Lemonade Sale Teachers' Reflections Lead to Use of Natural Materials in the Classroom Examining Old Practices Further Reading Chapter 5: Embracing the Unexpected: Explosions (and Penguins!) Susan's Story: Thinking about Explosions Michelle's Story: Something Unexpected Reflecting upon Children's Agendas of Power and Strength Further Reading Chapter 6: The Flexibility of Routines, Responses, and Teacher's Roles Introducing Stepping Stones Liz's Stories: The Transition Teacher and Volcanoes A Culture of Creativity: Tea and Stories Further Reading Chapter 7: Emergent Curriculum with Toddlers Toddlers and Extraordinary Moments Andrea's Story: Taking the Classroom Outdoors Shannon's Story: Connecting Toddlers with Their Parents at Work Further Reading Chapter 8: The Challenge of Documenting Emergent Curriculum Organized, Tidy, and Never Used Linking Observations to Curriculum Showing the Curriculum Over the Long Term: The Curriculum Path Brainstorming with a Web Documentation: The Story of What Happened Further Reading Chapter 9: Supporting the Process: The Role of Teacher Education Programs and Administrators Hope's Story: Facilitating 'Loosening Up' Lori's Story: Program Coordinator as Provocateur The Nature of Teacher Education: Taking Ms. Moffat Away Karyn's Story: Teacher Education with a Difference A Bridge to Learning: Children and Student Teachers Learn Together Further Reading Chapter 10: Taking the Leap: The Unscripted Path Tracing the Path of an Emergent Project: Transparency Postscript Conclusion
Introduction Learning from Stories How This Book Works Introducing Naomi Chapter 1: Revisiting Emergent Curriculum Misunderstandings and Questions Observation...and more: The E-mail Project Decision-making in Emergent Curriculum Groups and Time Frames Continuing the Cycle Further Reading Chapter 2: Creative Thinking in Emergent Curriculum Creative Teaching The Value of Dialogue A Director's Contribution The Physical Environment: The Classroom as a Workshop for Ideas Multiple Languages for Representing Ideas Opening the Mind to Creative Thinking ZiHao and the Skeletons: A Conversation with a Child Acting upon Our Imagination Further Reading Chapter 3: Using Stories as a Means of Professional Development Stories from London Bridge Adults Sharing Their Work Further Reading Chapter 4: Taking Time to Make Lemonade Stories from the Children's School at Pacific Oaks College: The Lemonade Sale Teachers' Reflections Lead to Use of Natural Materials in the Classroom Examining Old Practices Further Reading Chapter 5: Embracing the Unexpected: Explosions (and Penguins!) Susan's Story: Thinking about Explosions Michelle's Story: Something Unexpected Reflecting upon Children's Agendas of Power and Strength Further Reading Chapter 6: The Flexibility of Routines, Responses, and Teacher's Roles Introducing Stepping Stones Liz's Stories: The Transition Teacher and Volcanoes A Culture of Creativity: Tea and Stories Further Reading Chapter 7: Emergent Curriculum with Toddlers Toddlers and Extraordinary Moments Andrea's Story: Taking the Classroom Outdoors Shannon's Story: Connecting Toddlers with Their Parents at Work Further Reading Chapter 8: The Challenge of Documenting Emergent Curriculum Organized, Tidy, and Never Used Linking Observations to Curriculum Showing the Curriculum Over the Long Term: The Curriculum Path Brainstorming with a Web Documentation: The Story of What Happened Further Reading Chapter 9: Supporting the Process: The Role of Teacher Education Programs and Administrators Hope's Story: Facilitating 'Loosening Up' Lori's Story: Program Coordinator as Provocateur The Nature of Teacher Education: Taking Ms. Moffat Away Karyn's Story: Teacher Education with a Difference A Bridge to Learning: Children and Student Teachers Learn Together Further Reading Chapter 10: Taking the Leap: The Unscripted Path Tracing the Path of an Emergent Project: Transparency Postscript Conclusion
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