We are so pleased to be able to offer you the 2022 compilation of Voices of Practitioners articles. This volume marks VOP’s 18th year as an online journal.
We are so pleased to be able to offer you the 2021 compilation of Voices of Practitioners articles. This volume marks VOP’s 17th year as an online journal.
مع توفر مجموعة واسعة من الخيارات المتزايدة في التعقيد فيما يخص تعليم الطفولة المبكرة نجد أن المعلمات والإداريات يقمن بصورة دائمة بعملية تقييم للنماذج والنُهج والمواد التي تدعم تعلم الأطفال وأكثرها نجاعة في ذلك
We are so pleased to be able to offer you the 2020 compilation of Voices of Practitioners articles. This volume marks VOP’s 16th year as an online journal.
The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.
The more important truth is that it does not matter what we label Vivian Paley in the end if our goal is authenticity. It only matters that we disseminate her work to the next generation of early childhood teachers, so that they, too, may tame the classro
Vivian Paley’s contribution to the field of early childhood education and teacher education is certainly her approach to creating the space and opportunities for children to share their stories through storytelling and story acting, but it is much more.
Vivian’s desire to create space for stories, her ability to listen fully and her longing to elevate, illuminate and understand children’s play all continue to push me to be a better teacher.
Whenever I teach theories of child development, I always include Vivian Paley among the inductive theorists that early childhood teachers need to know.
Christopher’s work can help us replace a deficit view of difficulty with a more trusting approach to children as they work through the challenges that serve their current developmental and relationship growth (Madrid, Fernie, & Kantor 2015).
In their teacher research project, Diane, Keri, and Kelly collected evidence, analyzed video-recordings and transcripts, discovered their truths, and transformed their teaching.
Openness to learning navigates us to undertake more research which, especially when we apply teacher research, reveals even more how much more we have to learn.
This commentary by Megina Baker makes clear that teacher research has a new generation of scholars who are passionate about the methodology and ready to lead us into the future.
We are so pleased to be able to offer you the 2019 compilation of Voices of Practitioners articles. This volume marks VOP’s 15th year as an online journal.
In this article, we describe those strong organizational contexts and how they empower leaders, teachers, and families to aspire to and realize higher quality practice and better outcomes for young children.
Authored by
Authored by:
Debra M. Pacchiano Maureen R. Wagner Holly Lewandowski
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
A teacher conducted a pilot study to better understand how the children in her classroom were acquiring multiple languages and how to most effectively support them in the process.
