3,952
Views
4
CrossRef citations to date
0
Altmetric
Articles

Reflections on the Reggio Emilia approach as inspiration for early childhood teacher education in Abu Dhabi, UAE

Pages 982-995 | Received 19 Sep 2014, Accepted 04 Oct 2014, Published online: 28 Oct 2014

References

  • Abu Dhabi Education Council. (2010). New school model policy manual. Abu Dhabi: Abu Dhabi Government.
  • Abu Dhabi Education Council. (2012) Strategic plan. Retrieved June 3, 2012, from http://www.adec.ac.ae/English/Pages/Schools.aspx?LinkId=vbcOG9reZjWhTcvC/qklZg==
  • Afonso, C. (2001). ‘Understanding student teachers’ [perceptions of the teaching and learning of English as a foreign language through their analysis of computer-generated materials] (Unpublished PhD thesis). King's College, University of London.
  • Baker, F. (2014). Tensions in policy and practice: Influences on play in Abu Dhabi's New School Model KG framework. Early Child Development and Care, 183(2), 223–246. doi:10.1080/03004430.2014.888176
  • Bixler, R. D., Floyd, M. F., & Hammutt, W. E. (2002). Environmental socialization: Qualitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795–818. doi: 10.1177/001391602237248
  • Bredekamp, S. (1993). Reflections on Reggio Emilia. Young Children, 49(1), 13–17.
  • Cobb, E. (1977). The ecology of imagination in childhood. New York: Columbia University Press.
  • Crain, W. (2001). How nature helps children develop. Montessori Life, Summer 2001.
  • Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.
  • Edwards, C. (1998). Partner, nurturer, and guide: The role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – Advanced reflections (pp. 179–198). Greenwich, CT: Ablex Publishing.
  • Edwards, C., Forman, G., & Gandini, L. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education – Advanced Reflections. Norwood, NJ: Ablex Publishing.
  • Elliott, E. (2001). Changing perspectives in early childhood education: Recasting the Reggio Emilia approach (Unpublished doctoral dissertation). University of Tennessee, Knoxville, TN.
  • Gadd, E. (2010). Inclusive education in the Middle East. New York: Routledge.
  • Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4–8.
  • Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education – Advanced reflections (pp. 161–178). Norwood, NJ: Ablex.
  • Gardner, H. (2001). Introductions. In C. Giudici, M. Krechevsky, & R. Rinaldi (Eds.), Making learning visible: Children as individual and group learners (pp. 25–27). Reggio Emilia: Reggio Children.
  • Hong, S. (1998). Documentation panel making and revisiting using technology to enhance observation and instruction skills in student teachers (Unpublished doctoral dissertation). University of Massachusetts, Amherst, MA.
  • Katz, L. (1990). Impressions of Reggio Emilia preschools. Young children, 45, 11–12.
  • Kirk, D., & Napier, D. (2009). The transformation of higher Education in the United Arab Emirates: Issues, implications, and cultural dimensions. In J. Zajda, H. Daun, & L. J. Saha (Eds.), Nation-building, identity, and citizenship education: Cross cultural perspectives (Chap. 9, pp. 131–142). New York: Springer.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Institute for Research on Learning report 90–0013.
  • Louv, R. (1991). Childhood's future. New York: Doubleday.
  • Malaguzzi, L. (1993a). For an education based on relationships. Young Children, 49(1), 9–17.
  • Malaguzzi, L. (1993b). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 41–89). Norwood, NJ: Ablex Publishing.
  • Mitchell, C., & Weber, S. (1996). Reinventing ourselves as teachers: Private and social acts of memory and imagination. London: Falmer Press.
  • Moore, R. & Wong, H. (1997). Natural learning: Rediscovering nature's way of teaching. Berkeley, CA: MIG Communications.
  • Moran, M. J. (1998). Reconceptualizing early childhood pre-service teacher education: A pedagogy of collaborative inquiry (Unpublished doctoral dissertation). University of New Hampshire, New Hampshire.
  • New, R. (1990). Excellent early education: A city in Italy has it. Young Children, 45(6), 4–10.
  • New, R. (1992). The integrated early childhood curriculum: New interpretations based on research and practice. In C. Seefeldt (Ed.), The early childhood curriculum: A review of current research (pp. 286–322). New York: Teachers College Press.
  • Newsweek. (1991, December 2). The best schools in the world, pp. 60–64.
  • Pennington, R. (2014, June 24). Disabled Dubai girl's mother backs school inclusion. The National newspaper. Retrieved from http://www.thenational.ae/uae/education/disabled-dubai-girlx2019s-mother-backs-school-inclusion#ixzz3GUBNXrNr
  • Pyle, R. (2002). Eden in a vacant lot: Special places, species and kids in community of life. In P. H. Kahn & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations. Cambridge: MIT Press.
  • Rinaldi, C. (1998). Projected curriculum and documentation. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – Advanced reflections (pp. 113–125). Norwich, CT: Ablex Publishing.
  • Roe, B. D., Smith, S. H., & Ross, E. P. (2010). Student teaching and field experiences handbook. Needham Heights, MA: Allyn & Bacon.
  • Rosen, I. (1992). Reggio Emilia: A model in creativity. Scholastic Pre-K Today, 7(2), 81–84.
  • Shannon, P., & Crawford, P. (1998). Summers off: Representations of teachers’ work and other discontents. Language Arts, 74(4), 255–264.
  • Vygotsky, L. (1978). The role of play in development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 92–104). Cambridge, MA: Harvard University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.