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Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools, 2008

Emergent curriculum in the primary classroom-  Interpreting the Reggio Emilia approach in schools Wien, C.A. (Ed.). (2008). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. New York: Teachers College Press.

Art as experience, 1934

Art as experience Dewey, J. (1934). Art as experience. New York: The Berkley Publishing Group.

Illness and the concept of aesthetic responsiveness in early childhood education, 2012

jcacs

Khattar, R., & Wien, C.A. (2012). Illness and the concept of aesthetic responsiveness in early childhood educationJournal of the Canadian Association for Curriculum Studies, 10(2).

Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts, 2010

Vygotsky and creativity- A cultural-historical approach to play, meaning making, and the arts Connery, M.C., John-Steiner, V.P., & Marjanovic-Shane, A. (Eds.). (2010). Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. New York: Peter Lang Publishing, Inc.

The Promise of Documentation, 2015

Wien, C.A. (January, 2015). The Promise of Documentation [Audio]Early Childhood Speaker Series hosted by McCain Family Foundation, UNB Early Childhood Centre and Faculty of Education.

A house for Sarah: How emergent curriculum can foster mathematical thinking in young children, 2010

mathematics

Embrey, K. (2010). A house for Sarah: How emergent curriculum can foster mathematical thinking in young children. Teaching Children Mathematics, 17(5), 280.

In dialogue with Reggio Emilia: Listening, researching and learning, 2006

In dialogue with Reggio Emilia-  Listening, researching and learning Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Rutledge

Think, Feel, Act: Lessons from research about young children, 2013

Wien, C.A. (2013). Ontario Early Years Policy Framework, research brief. Think, feel, act: Lessons from research about young children - Pedagogical Documentation.

Videos: A process of study, Making thinking and learning visible, An ongoing practice of looking deeper. 

PDF: Making learning visible through pedagogical documentation. 

Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy, 2010

Going beyond the theory:practice divide in early childhood education-  Introducing an intra-active pedagogy Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. New York: Routledge.

The arts and the creation of mind, 2002

The arts and the creation of mind Eisner, E.W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.

Fragile moments, 2007

Innovations

Wien, C.A. & Callaghan, K. (2007). "Fragile moments": Artists co-constructing creative experience with children, parents and early childhood educators. Innovations in Early Education, 14(2), 13-21.

Everything has a shadow, except ants, 1999

Everything has a shadow, except ants Sturloni, S., & Vecchi, V. (1999). Everything has a shadow, except ants. Reggio Emilia, Italy: Reggio Children.

Children, art, artists: the expressive languages of children, the artistic language of Alberto Burri, 2004

Children, art, artists- the expressive languages of children, the artistic language of Alberto Burri Vecchi, V., & Giudici, C. (Eds.). (2004). Children, art, artists: the expressive languages of children, the artistic language of Alberto Burri. Reggio Emilia, Italy: Reggio Children.

Dance in the public schools, 2010

dance

Richard, M. (2010). Dance in the public schools. Dance current (online), October 2010.

Brought-forth possibilities for attentiveness in the mathematics classroom, 2010

Khattar, R. (Jan. 2010). Brought-forth possibilities for attentiveness in the mathematics classroomComplicity 7(1), 57-62.

Authentic childhood: Experiencing Reggio Emilia in the classroom , 2011

Authentic childhood- Experiencing Reggio Emilia in the classroom Fraser, S. (2011). Authentic childhood: Experiencing Reggio Emilia in the classroom (3rd ed.). Scarborough, ON: Nelson College Indigenous

The possibilities of play in the classroom, 2001

The possibilities of play in the classroom Macintyre Latta, M. (2001). The possibilities of play in the classroom. New York: Peter Lang Publishing, Inc.

The power of emergent curriculum: Stories from early childhood settings., 2014

The power of emergent curriculum- Stories from early childhood settings Wien, C.A. (2014). The power of emergent curriculum: Stories from early childhood settings. Washington, D.C.: National Association for the Education of Young Children

Beautiful stuff! Learning with found materials, 1999

Beautiful stuff! Learning with found materials Weisman Topal, C., & Gandini, L. (1999). Beautiful stuff! Learning with found materials. Worcester, MA: Davis Publications, Inc.

Introducing Malaguzzi: Exploring the life and work of Reggio Emilia's founding father, 2013

Introducing Malaguzzi- Exploring the life and work of Reggio Emilia's founding father Smidt, S. (2013). Introducing Malaguzzi: Exploring the life and work of Reggio Emilia's founding father. New York: Routledge.

We write shapes that look like a book, 2008

We write shapes that look like a book Cavallini, I., Filippini, T., Trancossi, L., & Vecchi, V. (Eds.). (2008). We write shapes that look like a book. Reggio Emilia, Italy: Reggio Children.

Journal of the Canadian Association for Young Children

Journal of the Canadian Association for Young Children Available with membership to the Canadian Association for Young Children

Designing the environment to build connection to place, 2005

ycall Wien, C.A., Coates, A., Keating, B., Bigelow, B.C.(2005). Designing the environment to build connection to place. Beyond the Journal Young Children on the Web, 60(3), 16-24.

Le fontane. The fountains, 1995

Le fontane. The fountainsLe fontane. The fountains-back Malaguzzi, L. (1995). Le fontane. The fountains. Reggio Emilia, Italy: Reggio Children.

An encounter with Reggio Emilia Children's early learning made visible, 2008

An encounter with Reggio Emilia Children's early learning made visible Kinney, L., & Wharton, P. (2008). An encounter with Reggio Emilia Children's early learning made visible. New York: Routledge.

Calm, alert, and learning: Classroom strategies for self-regulation, 2013

Calm, alert, and learning- Classroom strategies for self-regulation Shanker, S. (2013). Calm, alert, and learning: Classroom strategies for self-regulation. Toronto, ON: Pearson Canada Inc. 

Making thinking visible: How to promote engagement, understanding, and independence for all learners, 2011

Making thinking visible- How to promote engagement, understanding, and independence for all learners Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.

dialogues with places: the catalogue, 2008

dialogues with places- the catalogue Filippini, T., Giudici, C., & Vecchi, V. (2008). dialogues with places: the catalogue. Reggio Emilia, Italy: Reggio Children.

From policing to participation: Overturning the rules and creating amiable classrooms, 2004

ycall

Wien, C.A. (2004). From policing to participation: Overturning the rules and creating amiable classroomsYoung Children, 59(1), 34-40.

Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America, 2008

Insights and inspirations from Reggio Emilia- Stories of teachers and children from North America Gandini, L., Etheredge, S., & Hill, Lynn (Eds.). (2008). Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America. Worcester, MA: Davis Publications, Inc.

Re-situating Canadian early childhood education, 2013

Re-situating Canadian early childhood education Pacini-Ketchabaw, V. & Prochner, L. (Eds.). (2013). Re-situating Canadian early childhood education. New York: Peter Lang Publishing, Inc.

Visible learners: Promoting Reggio-inspired approaches in all schools, 2013

Visible learners- Promoting Reggio-inspired approaches in all schools Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting Reggio-inspired approaches in all schools. San Francisco, CA: Jossey-Bass.

Introducing Vygotsky: A guide for practitioners and students in early years education, 2009

Introducing Vygotsky- A guide for practitioners and students in early years education Smidt, S. (2009). Introducing Vygotsky: A guide for practitioners and students in early years education. New York: Routledge.

The hundred languages of children: The Reggio Emilia experience in transformation, 2012

The hundred languages of children-  The Reggio Emilia experience in transformation Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Santa Barbara, CA: Praege.

Language and literacy assessment practices, 2010

CanadianChildrenJournal

Armstrong, V. (2010). Language and literacy assessment practices: Documenting children's abilities  in the context of their relationships and experiences. Canadian Children: Journal of the Canadian Association for Young Children, 35(2), 38-41.

Theater curtain: The ring of transformations, 2002

Theater curtain- The ring of transformations Vecchi, V. (Ed.). (2002). Theater curtain: The ring of transformations. Reggio Emilia, Italy: Reggio Children.

Introducing Bruner: A guide for practitioners and students in early years education, 2011

Introducing Bruner- A guide for practitioners and students in early years education Smidt, S. (2011). Introducing Bruner: A guide for practitioners and students in early years education. New York: Routledge.

browsing through ideas

browsingthroughideas Filippini, T., & Vecchi, V. browsing through ideas. Reggio Emilia, Italy: Reggio Children.

The way the words go: An emergent approach to music curriculum., 2011

Innovations

Dickinson, D., & Hislop, S. (2011). The way the words go: An emergent approach to music curriculum. Innovations in Early Education: The International Reggio Exchange, 18(4), 6-14.

Mukashi Mukashi...Once upon a time, 2011

Cree, M.A., & Hislop, S. (2011). Mukashi Mukashi...Once upon a timeTeaching Librarian, 18(2), 20-22.

Innovations in Early Education: The international Reggio Emilia Exchange

Innovations in Early Education- The international Reggio Emilia Exchange Innovations in Early Education: The international Reggio Emilia Exchange Quarterly Periodical of the North American Reggio Emilia Alliance Available with North American Reggio Emilia Alliance membership.

Child philanthropy, 2011

CanadianChildrenJournal

Armstrong, V. (2011). Child philanthropy: Empowering young children to make a difference. Canadian Children: Journal of the Canadian Association for Young Children, 36(2), 43-48.

Early childhood curricula: Reconceptualist perspectives, 2009

Early childhood curricula: Reconceptualist perspectives. Iannacci, I., & Whitty, P. (Eds.) (2009). Early childhood curricula: Reconceptualist perspectives. Calgary, AB: Detselig Enterprises Ltd. 

Learning to document in Reggio-inspired education, 2011

ecrp

Wien, C.A. with Guyevsky, V. & Berdoussis, N. (2011). Learning to document in Reggio-inspired educationEarly Childhood and Practice, 13(2).

The black rubber column: From conception of an idea to realisation of a final model, 2009

The black rubber column-  From conception of an idea to realisation of a final model Filippini, T., Trancossi, L., & Vecchi, V. (2009) The black rubber column: From conception of an idea to realisation of a final model. Diana preschool. Reggio Emilia, Italy: Reggio Children.

Seeing how children see us, 2011

Exchange Logo

Curtis, D., & Baird, L. (2011). Seeing how children see us. Exchange: The early childhood leaders' magazine since 1978, 201, 8-10.

In the spirit of the studio: Learning from the atelier of Reggio Emilia, 2005

In the spirit of the studio- Learning from the atelier of Reggio Emilia Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York: Teachers College Press.

We are all explorers: Learning and teaching with Reggio principles in urban settings, 2008

We are all explorers- Learning and teaching with Reggio principles in urban settings Scheinfeld, D.R., Haigh, K.M., & Scheinfeld, S.J.P. (2008). We are all explorers: Learning and teaching with Reggio principles in urban settings. New York: Teachers College Press.

Making learning visible: Children as individual and group learners, 2001

Making learning visible- Children as individual and group learners Giudici, C., Rinaldi, C., & Krechevsky, M. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children.

Shadow Stories, 2012

Shadow Stories (Video) Shadow Stories: Poetics of an encounter between science and narration Reggio Emilia, Italy: Reggio Children

Pedagogical documentation (#30), 2012

capacity

Ontario Ministry of Education, Resources, Capacity Building Services, K-2. (2012). Pedagogical documentation (#30).

Flows, rhythms, & intensities of early childhood education curriculum, 2010

Flows, rhythms, & intensities of early childhood education curriculum Pacini-Ketchabaw, V. (Ed.). (2010). Flows, rhythms, & intensities of early childhood education curriculum. New York: Peter Lang Publishing, Inc.

Early childhood curricula and the de-pathologizing of childhood, 2008

Early childhood curricula and the de-pathologizing of childhood Heydon, R. & Iannacci, L. (2008). Early childhood curricula and the de-pathologizing of childhood. Toronto, ON: University of Toronto Press.

Your image of the child: Where teaching begins, 1994

Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Child Care Information Exchange, 96. 


About Me

Ellen Brown, Doctoral Student, MEd, OCT, RECE 

I am a doctoral student interested in pedagogical documentation as a way to alter perceptions, awaken understandings, and encourage an appreciation toward children as active and valued participants in society.

 

Ellen Brown

Doctoral Student, MEd, OCT, RECE

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