ERIC Number: ED440054
Record Type: Non-Journal
Publication Date: 2000
Revisiting a Progressive Pedagogy. The Developmental-Interaction Approach. SUNY Series, Early Childhood Education: Inquiries and Insights.
Nager, Nancy, Ed.; Shapiro, Edna K., Ed.
This book reviews the history of the developmental-interactive approach, a formulation rooted in developmental psychology and educational practice, progressively informing educational thinking since the early 20th century. The book describes and analyzes key assumptions and assesses the compatibility of new theoretical approaches, focuses on historical precedents and current adaptations in classroom practice, and examines teacher education, highlighting personal and professional development of teachers. There are 13 chapters in three parts. Part 1, "Describing and Expanding the Framework," includes: (1) "Developmental-Interaction Approach to Education: Retrospect and Prospect" (Edna K. Shapiro and Nancy Nager); (2) "Meanings of Play in the Developmental-Interaction Approach" (Margery B. Franklin); (3) "The Compatibility of Vygotsky's Theoretical Framework with the Developmental-Interaction Approach" (Laura M. W. Martin); and (4) "'Everyone from Everywhere Is in My Class Now': What Anthropology Can Offer Teachers" (Linda Levine). Part 2, "Social Studies: Enduring Goals and New Understandings," includes "An Introduction to Lucy Sprague Mitchell's 'Social Studies for Future Teachers'" (Salvatore Vascellaro), then: (5) "Social Studies for Future Teachers" (Lucy Sprague Mitchell); (6) "Visualizing Experience" (Edith Gwathmey and Ann-Marie Mott); (7) "Bringing Storytelling and Folk Narrative into Classroom Life" (Nina Jaffe); and (8) "Developmental Reality: Helping Teachers Deal with Violence in Children's Lives" (Carol Lippman). Part 3, "Becoming a Teacher: Understanding Children, Self, and Contexts," includes: (9) "Learning To Look Closely at Children: A Necessary Tool for Teachers" (Eva G. Haberman); (10) "Furthering a Progressive Agenda: Advisement and the Development of Educators" (Frank Pignatelli); (11) "The Portfolio Process: Teachers and Teacher Educators Learning Together" (Helen Freidus); (12) "Real Children and Imagined Homelands: Preparing To Teach in Today's World" (Jonathan Silin); and (13) "Families and Schools: New Lenses, New Landscapes" (Eileen Wasow). (Each chapter contains references.) (SM)
Descriptors: Action Research, Anthropology, Art Expression, Child Development, Developmental Psychology, Developmental Stages, Diversity (Student), Elementary Secondary Education, Faculty Development, Family School Relationship, Folk Culture, Higher Education, Inservice Teacher Education, Mentors, Personal Narratives, Play, Portfolio Assessment, Preservice Teacher Education, Social Influences, Social Studies, Story Telling, Teacher Improvement, Teacher Researchers, Teachers, Violence
State University of New York Press, c/o CUP Services, Box 6525, Ithica, NY 14851 (clothbound: ISBN-0-7914-4467-8, $68.50; paperbound: ISBN-0-7914-4468-6, $22.95). Tel: 800-666-2211 (Toll Free); Web site: http://www.sunypress.edu.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A