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ERIC Number: EJ790028
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: Author
Reference Count: 12
ISSN: ISSN-0885-985X
Relearning Social Studies and Democracy: Three Teachers Deconstructing a Modified Reggio Emilia Approach
Christensen, Lois McFadyen; Faith, Cheri; Stubblefield, Ellen; Watson, Glenda
Journal of Social Studies Research, v30 n2 p10-17 Fall 2006
Three teachers implemented a modified Reggio Emilia approach in their multiage, looped, early childhood, setting. This study examined how teachers articulated their work and how they deconstructed social studies through enacting tenets of the approach. Through processes of research, the teachers found that the primary students described themselves as self-directed learners. They represented thoughts, feelings and observations through the graphic arts as a means to document what they and their young colleagues learned in social studies. Never once did the young learners mention learning without basal, but did take notice of the rich array of child appropriate non-fiction and fictional literature about topics. Parental involvement was intensified and a group of parents served to assist three teachers throughout the academic years. Children noticed that their teachers took their social studies learning seriously. As they documented itself served as a spark for the next in-depth topic for the young social scientists.
University of Northern Iowa, Department of Geography. 1227 West 27th Street, Cedar Falls, IA 50613-3675. Tel: 319-273-2838; Fax: 319-273-2913
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A