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ERIC Number: EJ1044487
Record Type: Journal
Publication Date: 2014
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-1175
Learning Together
Kaufman, Sherry
Schools: Studies in Education, v11 n2 p263-305 Fall 2014
In spring 2012, Sherry Kaufman, a consultant at Francis W. Parker School in Chicago, was asked to support kindergarten teachers in deepening their practice of constructivism and exploring the Reggio Emilia approach to early childhood education. Central to such an approach is the belief that all learning is socially constructed through interaction with one's environment and relationships with people in it and that making learning visible to families and community is key to building relationships that support a child's lifetime love of learning. This article describes the collaborative work intended to make visible how young children learn by developing complex, always changing, relationships with teachers, peers, families, and materials in their world. To do this, parents engaged with their child in small group studio experiences that made visible the process of learning being socially constructed, and later they dialogued about the learning observed. Documentation (photos and observations) of the learning was gathered in real time and, to encourage reflection, was shared electronically (via digital album and blog) with families soon after each session. Kaufman concludes that what began as a relationship designed to further professional development grew into a much wider system of relationships influencing the ways teachers related to students and families engaged with their child's life at school. [An Afterword was provided by Ashleigh Cross.]
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois