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Building classroom community in earl...

Knowlton, Emily Snedecor.

Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities.
作者:	Knowlton, Emily Snedecor.
面頁冊數:	48 p.
附註:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
標題:	Education, Early Childhood.
標題:	Education, General.
ISBN:	9781303117169
摘要、提要註:	This qualitative study explores how early childhood educators in Quaker and Reggio Emilia-inspired schools build community in their classrooms. Strength of community is a trending topic within the field of early childhood education, but has long been a primary focus of both the Quaker and Reggio Emilia approaches. Sociocultural developmental theory and the personal experiences of the researcher in both aforementioned approaches serve as the guiding framework for this research. The researcher conducted interviews with four educators seasoned in either approach to gain deeper understanding of current community-building practices in these settings. Participants emphasized the following key influences in building classroom community: viewing the child as capable, respect for self and others, sense of responsibility for space, comprehensive communication, peaceful conflict resolution, and understanding the broader contexts in which their classroom is situated. Suggestions for future practice are anchored in the Quaker and Reggio Emilia approaches and the wisdom of these seasoned early childhood educators.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538503

Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities.
Knowlton, Emily Snedecor.

Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities. - 48 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.)--Mills College, 2013.

This qualitative study explores how early childhood educators in Quaker and Reggio Emilia-inspired schools build community in their classrooms. Strength of community is a trending topic within the field of early childhood education, but has long been a primary focus of both the Quaker and Reggio Emilia approaches. Sociocultural developmental theory and the personal experiences of the researcher in both aforementioned approaches serve as the guiding framework for this research. The researcher conducted interviews with four educators seasoned in either approach to gain deeper understanding of current community-building practices in these settings. Participants emphasized the following key influences in building classroom community: viewing the child as capable, respect for self and others, sense of responsibility for space, comprehensive communication, peaceful conflict resolution, and understanding the broader contexts in which their classroom is situated. Suggestions for future practice are anchored in the Quaker and Reggio Emilia approaches and the wisdom of these seasoned early childhood educators.

ISBN: 9781303117169Subjects--Topical Terms:

423005
Education, Early Childhood.

Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities.
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100 1 $a Knowlton, Emily Snedecor. $3 565562
245 1 0 $a Building classroom community in early childhood education: Considering the Quaker and Reggio Emilia approaches as models of educational communities.
300 $a 48 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Advisers: Priya M. Shimpi; Linda R. Kroll.
502 $a Thesis (M.A.)--Mills College, 2013.
520 $a This qualitative study explores how early childhood educators in Quaker and Reggio Emilia-inspired schools build community in their classrooms. Strength of community is a trending topic within the field of early childhood education, but has long been a primary focus of both the Quaker and Reggio Emilia approaches. Sociocultural developmental theory and the personal experiences of the researcher in both aforementioned approaches serve as the guiding framework for this research. The researcher conducted interviews with four educators seasoned in either approach to gain deeper understanding of current community-building practices in these settings. Participants emphasized the following key influences in building classroom community: viewing the child as capable, respect for self and others, sense of responsibility for space, comprehensive communication, peaceful conflict resolution, and understanding the broader contexts in which their classroom is situated. Suggestions for future practice are anchored in the Quaker and Reggio Emilia approaches and the wisdom of these seasoned early childhood educators.
590 $a School code: 1069.
650 4 $a Education, Early Childhood. $3 423005
650 4 $a Education, General. $3 565457
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710 2 $a Mills College. $b Education. $3 565563
773 0 $t Masters Abstracts International $g 51-06(E).
790 $a 1069
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1538503

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