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Peer reviewed Peer reviewed
ERIC Number: EJ616893
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-4056
Multiple Forms of Representation in Long-Term Projects: The Garden Project.
Trepanier-Street, Mary
Childhood Education, v77 n1 p18-25 Fall 2000
Details a garden project as an example of how Reggio Emilia-inspired, long-term projects can enhance young children's representational thinking. Includes samples of children's conversations and drawings. Discusses the teacher's role in locating information and documenting the progress. Notes that well-planned, continual, active, concrete experiences in the environment supported the children's representations. (KB)
Descriptors: Cognitive Development, Early Childhood Education, Kindergarten, Kindergarten Children, Preschool Children, Reggio Emilia Approach, Student Centered Curriculum, Student Projects, Teacher Role, Teaching Methods
Publication Type: Journal Articles; Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Project Approach (Katz and Chard); Representational Thinking