SciELO - Scientific Electronic Library Online

 
vol.12 número1Reconstruction: Meltdown in the midst of beautyWhat did you learn in school today? índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Indo-Pacific Journal of Phenomenology

versão On-line ISSN 1445-7377
versão impressa ISSN 2079-7222

Indo-Pac. j. phenomenol. (Online) vol.12 no.1 Grahamstown Mai. 2012

http://dx.doi.org/10.2989/IPJP.2012.12.1.4.1112 

Crossing boundaries: A variety of perspectives on preschool stories

 

 

Jeanne Marie Iorio; Hema Visweswaraiah

 

 


ABSTRACT

Emergent curriculum is present in many early childhood classrooms but sharing the deep thoughts, reflections and actions of young children engaged in emergent curriculum is often hindered by the use of traditional report cards. Through the use of year-long preschool stories, teachers write about these young children using the children's thought processes and experiences as the central data source. This practice illustrates trust of the child and the child's daily actions as critical in understanding the child. The purpose of this paper is to re-visit previously written preschool stories from multiple perspectives including the child featured in the story, the family of the child, the creator of the preschool stories, and a co-teacher within the community. This re-examination offers another way to consider the preschool stories, opening the work to revision and rethinking.


 

 

“Full text available only in PDF format”

 

 

References

Carr, M. (2001). Assessment in early childhood settings: Learning stories. Thousand Oaks, CA: Sage.         [ Links ]

Carter, M. (2008). From critique to possibility. In A. Pelo (Ed.), Rethinking early childhood education (pp. 119-120). Milwaukee, WI: Rethinking Schools.         [ Links ]

Chen, J., Isberg, R., & Krechevsky, M. (Eds.) (1998). Project Spectrum: Early learning activities. New York, NY: Teachers College Press.         [ Links ]

Chen, J., Krechevsky, M., & Viens, J. (1998). Building on children's strengths: The experience of Project Spectrum. New York, NY: Teachers College Press.         [ Links ]

Diaz, G. (2002). Artistic inquiry: On Lighthouse Hill. In C. Bagley & M. B. Cancienne (Eds.) Dancing the data (pp. 147-161). New York: Peter Lang.         [ Links ]

Edwards, C., Gandini, L., & Forman, G. (Eds.) (1998). The hundred languages of children. Greenwich, CT: Ablex.         [ Links ]

Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York, NY: Teachers College Press.         [ Links ]

Fine, M. (1998). Working the hyphens: Reinventing self and other in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of qualitative research (pp. 130-155). London: Sage.         [ Links ]

Forman, G. & Fyfe, B. (1998). Negotiated learning through design, documentation, and discourse. In C. Edwards, L. Gandini, & G. Forman (Eds.) The hundred languages of children (pp. 239-260). Greenwich, CT: Ablex.         [ Links ]

Foucault, M. (1979). Discipline and punish: The birth of the prison. New York, NY: Vintage Books.         [ Links ]

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.         [ Links ]

Grieshaber, S. & Cannella, G. (Eds). (2001). Embracing identities in early childhood education. New York, NY: Teachers College Press.         [ Links ]

Holstein, J. & Grubrium, J. (1995). The active interview. Thousand Oaks, CA: Sage.         [ Links ]

Iorio, J. M. (2000). Untitled. Unpublished Manuscript.         [ Links ]

Jipson, J. & Paley, N. (Eds). (1997a). Daredevil research. New York, NY: Peter Lang.         [ Links ]

Jipson J. & Paley, N. (1997b). Curriculum and its unconscious. In J. Jipson & N. Paley (Eds.) Daredevil research (pp. 109-136). New York, NY: Peter Lang.         [ Links ]

Kantor, R. & Whaley, K. L. (1998). Existing frameworks and new ideas from our Reggio Emilia experience: Learning at a lab school with 2- to 4-year-old children. In C. Edwards, L. Gandini, & G. Forman (Eds.) The hundred languages of children (pp. 313-334). Greenwich, CT: Ablex.         [ Links ]

Katz, L. & Chard, S. (1996). The contribution of documentation to the quality of early childhood education. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.         [ Links ]

Kessler, S. & Swadener, B. B. (Eds). (1992). Reconceptualizing the early childhood curriculum: Beginning the dialogue. New York, NY: Teachers College Press.         [ Links ]

Kincheloe, J. L. & Steinberg, S. R. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63(3), 296-320.         [ Links ]

Krechevsky, M. (1998). Project Spectrum: Preschool assessment handbook. New York, NY: Teachers College Press.         [ Links ]

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge.         [ Links ]

Leavy, P. (2009). Method meets art. New York, NY: The Guilford Press.         [ Links ]

Lyons, N. (1994). Dilemmas of knowing: Ethical and epistemological dimensions of teachers' work and development. In L. Stone (Ed.) The education feminism reader (pp. 195-220). New York, NY: Routledge.         [ Links ]

New Zealand Ministry of Education (1996). Te Whàriki. Wellington, NZ: Learning Media Limited.         [ Links ]

Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In Making learning visible (pp. 78-79). Reggio Emilia, Italy: Reggio Children.         [ Links ]

Project Zero & Reggio Children (2001). Making learning visible. Reggio Emilia, Italy: Reggio Children.         [ Links ]

Sinner, A., Leggo, C., Irvin, R., Gouzouasis, P., & Grauer, K. (2006). Arts-based educational research dissertations: Reviewing the practices of new scholars. The Canadian Journal of Education, 29(4), 123-127.         [ Links ]

Spindler, G. D. & Spindler, L. S. (2000). Fifty years of anthropology and education, 1950-2000: A Spindler anthology. Philadelphia, PA: Lawrence Erlbaum Associates.         [ Links ]

Sumsion, J. (2002). Becoming being, and unbecoming an early childhood educator: A phenomenological case study of teacher attrition, Teaching and Teacher Education, 18, 869 - 885.         [ Links ]

Vaughan, K. (2004). Pieced together: Collage as an artist's method for interdisciplinary research. Journal of Qualitative Methods, 4(1), 1-21.         [ Links ]

Vygotsky, L. S. (1962). Thought and language (E. Hanfmann & G. Vaker, Trans.). Cambridge, MA: MIT Press.         [ Links ]

Weiss, R. S. (1994). Learning from strangers. New York, NY: The Free Press.         [ Links ]

 

About the Authors

 

 

Jeanne Marie Iorio, Ed.D., is an Assistant Professor in Early Childhood Education at the University of Hawaii, West Oahu. As both an educator and artist, Jeanne Marie has intertwined the arts and education, focusing her research on child-adult conversations as aesthetic experiences.

Jeanne Marie is currently working on a documentary depicting the stories of LGBTI (Lesbians, Gays, Bisexuals, and Transgender Intersex) adults and their early childhood experiences. Her research interests include arts research methodologies, power differences between children and adults, preschool stories as documentation, action research, gender and early childhood, and democratic education.

Jeanne Marie serves as the program co-chair for Critical Perspectives on Early Childhood SIG for the American Educational Research Association and the co-chair of University of Hawaii Commission on the Status of LGBTI Equality. She completed her doctoral work at Teachers College, Columbia University. E-mail address: Iorio@hawaii.edu

 

 

Hema Visweswaraiah received her MA in Early Childhood General and Special Education from Teachers College (TC), Columbia University, and worked for several years as a preschool teacher at the Rita Gold Early Childhood Center at TC. Currently, she is the Associate Director of the Fisher Early Learning Center at the University of Denver (DU).

Hema has conducted research with colleagues regarding the significance of child-adult conversations and the role of the teacher in an early childhood setting. She has also explored perspectives on gender and alternative assessment while further analyzing her own role as a teacher-researcher in the early childhood classroom.

Hema's role as a teacher-researcher has been fueled by her interest in better understanding - through play, conversation and careful observation - young children's perceptions of their world. Through doing so, she hopes to provide them with an optimal environment for learning and growing.

Hema completed the Buell Early Childhood Leadership Program at DU (May 2012) and has focused her action research on promoting inclusive practices in early childhood settings. She oversees the Fisher Inclusion Team (which serves children with special needs) and the Night Owls Program (which provides respite care for families of children with special needs). In her work as an educator and administrator, Hema strives to promote inclusion and to convey the importance of "best practice" when addressing each child's strengths and challenges.

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons