Reggio Emilia, Vygotsky, and Family Childcare: Four American Providers Describe their Pedagogical Practice

References

• Ahn , J. and Filipenko , M. 2007 . Imaginary play, art, and self: Intersecting worlds . Early Childhood Education Journal , 34 ( 4 ) : 279 – 289 .
   Google Scholar
• Anning , A. , Cullen , J. , & Fleer , M. 2009 . Early childhood education. Society and culture (2nd ed.) London : Sage .
   Google Scholar
• Barnett , W.S. , Jung , K. , Yarosz , D. , Thomas , J. , Hornbeck , A. , Stechuk , R. and Burns , S. 2008 . Educational effects of the Tools of the Mind curriculum: A randomized trial . Early Childhood Research Quarterly , 23 ( 3 ) : 299 – 313 .
   Web of Science ®Google Scholar
• Bergen , D. 2002 . The role of pretend play in children's cognitive development . Early Childhood Research and Practice , 4 ( 1 ) : 13
   Google Scholar
• Berk , L. , & Winsler , A. 1995 . Scaffolding children's learning: Vygotsky and early childhood education . Washington, DC : National Association for the Education of Young Children .
   Google Scholar
• Birbili , M. 2007 . Making the case for a conceptually based curriculum in early childhood education . Early Chldhood Education Journal , 35 ( 2 ) : 141 – 147 .
   Google Scholar
• Bodrova , E. , & Leong , D. 1996 . Tools of the mind: The Vygotskian approach to early childhood education . Upper Saddle River , NJ : Prentice-Hall .
   Google Scholar
• Bogdan , R.C. and Biklin , S.K. 2003 . Qualitative research for education: An introduction to theory and methods , Boston : Allyn & Bacon .
   Google Scholar
• Bordin , J. A. , Machida , S. and Varnell , H. 2000 . The relation of quality indicators to provider knowledge of child development in family child care homes . Child & Youth Care Forum , 29 ( 5 ) : 323 – 341 .
   Google Scholar
• Brennan , M. 2007 . A culture of tenderness: Teachers' socialisation practices in group care settings . European Early Childhood Education Research Journal , 15 ( 1 ) : 137 – 146 .
   Web of Science ®Google Scholar
• Cadwell , L. 2003 . Bringing learning to life: The Reggio approach to early childhood education , New York : Teachers College Press .
   Google Scholar
• Clarke-Stewart , K.A. and Allhusen , V. 2005 . What we know about childcare , Cambridge, MA : Harvard University Press .
   Google Scholar
• Clarke-Stewart , K.A. , Vandell , D.L. , Burchinal , M. , O'Brien , M. and McCartney , K. 2002 . Do regulable features of child-care homes affect children's development? . Early Childhood Research Quarterly , 17 : 52 – 86 .
   Web of Science ®Google Scholar
• Cohen , N. 1992 . Increasing the quality of family child care homes: Strategies for the 1990s . Child and Youth Care Forum , 21 ( 5 ) : 347 – 359 .
   Web of Science ®Google Scholar
• Copple , C. and Bredekamp , S. 2009 . Developmentally appropriate practice in early childhood programs (3rd ed.) , Washington, DC : National Association for the Education of Young Children .
   Google Scholar
• Curtis , D. and Carter , M. 2003 . Designs for living and learning: Transforming early childhood environments , St Paul, MN : Redleaf Press .
   Google Scholar
• Darragh , J. 2010 . Introduction to early childhood education: Equity and inclusion , Upper Saddle River, NJ : Pearson Education .
   Google Scholar
• Dunn , L. , Kontos , S. and Potter , L. 1996 . Mixed-age interactions in family child care . Early Education and Development , 7 ( 4 ) : 349 – 366 .
   Google Scholar
• Dunnewind , S. 2005 . Reggio Emilia philosophy approaches child education in a new light . The Seattle Times. Retrieved from http://community.seattletimes.nwsource.com/archive/?date=20050611slug=reggiocare11
   Google Scholar
• Edwards , S . 1998 . Partner, nurturer, and guide: The role of the teacher . In C . Edwards L . Gandini & G . Forman The hundred languages of children: The Reggio Emilia approach—advanced reflections . (2nd ed.; pp. 179–198) . Greenwich, CT : Ablex .
   Google Scholar
• Edwards , C. 2002 . Three approaches from Europe: Waldorf, Montessori and Reggio Emilia . Early Childhood Research and Practice , 4 ( 1 )
   Google Scholar
• Edwards , C. , Gandini , L. , & Forman , G. 1998 . The hundred languages of children: The Reggio Emilia approach—advanced reflections (2nd ed.) . Greenwich, CT : Ablex .
   Google Scholar
• Emilson , A. 2007 . Young children's influence in preschool . International Journal of Early Childhood , 39 ( 1 ) : 11 – 38 .
   Google Scholar
• Elias , C. and Berk , L. 2006 . Self-regulation in young children: Is there a role for sociodramatic play? . Early Childhood Research Quarterly , 17 ( 2 ) : 216 – 238 .
   Google Scholar
• Fleck , B. 2009 . The effects of documentation on young children's memory . Dissertation Abstracts International, 70/06. UMI No. 3363716 .
   Google Scholar
• Fontana , A. and Frey , J. 1998 . “ Interviewing: The art of science ” . In Collecting and interpreting qualitative materials , Edited by: Denzin , N. and Lincoln , Y. 47 – 78 . Thousand Oaks, CA : Sage .
   Google Scholar
• Forman , G. , Hall , E. and Bergland , K. 2001 . The power of ordinary moments . Child Care Information Exchange , 141 : 39 – 57 .
   Google Scholar
• Freeman , R. and Swim , T. 2009 . Intellectual integrity: Examining common rituals in early childhood curriculum . Contemporary Issues in Early Childhood , 10 ( 4 ) : 366 – 377 .
   Google Scholar
• Gandini , L. , Hill , L. , Cadwell , L. and Schwall , C. 2005 . In the spirit of the studio: Learning from the atelier of Reggio Emilia , New York : Teachers College Press .
   Google Scholar
• Giudici , C. , Rinaldi , C. , & Krechevsky , M. 2001 . Making learning visible: Children as individual and group learners . Cambridge, MA : Project Zero, Harvard Graduate School of Education & Reggio Emilia, , Italy : Reggio Children, International Center for the Defense and Promotion of the Rights and Potential of all Children .
   Google Scholar
• Helm , J. , Beneke , S. and Steinheimer , S. 2007 . Windows on learning: Documenting young children's work , New York : Teachers College Press .
   Google Scholar
• Hewett , V.M. 2001 . Examining the Reggio Emilia approach to early childhood education . Early Childhood Education Journal , 29 ( 2 ) : 95 – 100 .
   Google Scholar
• Holzman , L. 2009 . Vygotsky at work and at play , London : Routledge .
   Google Scholar
• Katz , L. 2003 . The right of the child to develop and learn in quality environments . International Journal of Early Childhood , 35 ( 1 ) : 13 – 22 .
   Google Scholar
• Koh , S. and Neuman , S. 2009 . The impact of professional development in family child care: A practice-based approach . Early Education and Development , 20 ( 3 ) : 537 – 562 .
   Web of Science ®Google Scholar
• Kryzer , E. , Kovan , N. , Phillips , D. , Domagall , L. and Gunnar , M. 2007 . Toddlers and preschoolers' experience in family day care: Age differences and behavioral correlates . Early Childhood Research Quarterly , 22 ( 4 ) : 451 – 466 .
   PubMed Web of Science ®Google Scholar
• Lewin-Benham , A. 2008 . Powerful children: Understanding how to teach and learn using the Reggio Approach , New York : Teachers College Press .
   Google Scholar
• Malaguzzi , L. 1998 . History, ideas, and basic philosophy: An interview with Lella Gandini . In C. Edwards L. Gandini & G. Forman The hundred languages of children: The Reggio Emilia approach—advanced reflections (2nd ed., pp. 49 – 98 ). Greenwich, CT : Ablex .
   Google Scholar
• Morgan , H. 1999 . The imagination of early childhood education , Westport, CT : Bergin & Garvey .
   Google Scholar
• Nyland , B. 2009 . Language experiences of preverbal children in Australian childcare centres . European Early Childhood Education Research Journal , 17 ( 1 ) : 111 – 124 .
   Web of Science ®Google Scholar
• Oken-Wright , P. , & Gravett , M. 2002 . Big ideas and the essence of intent . In V. Fu , A. J. Stremmel , & L. Hill Teaching and learning. Collaborative exploration of the Reggio Emilia approach (pp . 197 – 238 ). Upper Saddle River, NJ : Merrill Prentice Hall .
   Google Scholar
• Patton , M.Q. ( 2002 ). Qualitative research and evaluation methods (2nd ed.) . Newbury Park, CA : Sage Publications .
   Google Scholar
• Pitri , E. 2002 . Educational context and early childhood art-related problem solving . Dissertation Abstracts International, 63/04. UMI No. 3049103 .
   Google Scholar
• Reynolds , A. , Temple , J. , Robertson , D. and Mann , E. 2001 . Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools . Journal of the American Medical Association , 285 ( 2 ) : 339 – 346 .
   Google Scholar
• Rinaldi , C. 2006 . In dialogue with Reggio Emilia: Listening, researching and learning , New York : Routledge .
   Google Scholar
• Robson , S. and Hargreaves , D. 2005 . What do early childhood practitioners think about young children's thinking? . European Early Childhood Education Research Journal , 13 ( 1 ) : 81 – 96 .
   Google Scholar
• Rogoff , B. 1990 . Apprenticeship in thinking: Cognitive development in social context , New York : Oxford University Press .
   Google Scholar
• Roopnarine , J.L. 2002 . Conceptual, social-cognitive, and contextual issues in the field of play . Westport, CT : Ablex .
   Google Scholar
• Sale , J . 1997 . Family child care memories: Once more with feeling . Paper presented at the Annual Save the Children Family Child Care Conference Atlanta, GA, April 17–20 .
   Google Scholar
• Scrimsher , S. and Tudge , J. 2003 . The teaching/learning relationship in the first years of school: Some revolutionary implications of Vygotsky's theory . Early Education and Development , 14 ( 3 ) : 293 – 312 .
   Google Scholar
• Smidt , S. 2009 . Introducing Vygotsky: A guide for practitioners and students in early years education , London : Routledge .
   Google Scholar
• Smith , A. 1993 . Early childhood educare: Seeking a theoretical framework in Vygotsky's work . International Journal of Early Years Education , 4 ( 1 ) : 47 – 61 .
   Google Scholar
• Stake , R. 1995 . The art of case study research , Thousand Oaks, CA : Sage .
   Google Scholar
• Tharp , R. and Gallimore , R. 1996 . “ Teaching as assisted performance ” . In Readings for reflective teaching in the primary school , Edited by: Pollard , A. 114 – 116 . New York : Cassell .
   Google Scholar
• Vasinda , S. 2004 . Reinventing Reggio through negotiated learning: Finding a place for voice and choice in an American standards-based elementary classroom . Dissertation Abstracts International, 65/09. UMI No. 3148093 .
   Google Scholar
• Vygotsky , L.S. 1978 . Mind in society: The development of higher psychological processes ( M. Cole , V. John-Steiner , & E. Souberman . Cambridge, MA : Harvard University Press .
   Google Scholar
• Wardle , F. 2003 . Introduction to early childhood education: A multidimensional approach to child-centered care and learning , Boston : Allyn & Bacon .
   Google Scholar
• Weinberger , N. 2006 . Children's use of retreats in family child care homes . Early Education and Development , 17 ( 4 ) : 571 – 591 .
   Google Scholar
• Wells , G. 1999 . Dialogic inquiry: Toward a sociocultural practice and theory of education , New York : Cambridge University Press .
   Google Scholar
• Wertsch , J.V. 1990 . The voice of rationality in a sociocultural approach to mind . In L. Moll Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp . 111 – 126 ). Cambridge, NY : Cambridge University Press .
   Google Scholar
• Wien , C. 2004 . Negotiating standards in the primary classroom: The teacher's dilemma , New York : Teachers College Press .
   Google Scholar
• Wiltz , N.W. and Klein , E.L. 2001 . What do you do in childcare?” Children's perceptions of high and low quality classrooms . Early Childhood Research Quarterly , 16 : 209 – 236 .
   Web of Science ®Google Scholar
• Yin , R. 2003 . Case study research: Design and methods (3rd ed.) . Beverly Hills, CA : Sage Publishing .
   Google Scholar