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.
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.
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.
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Child Care Information Exchange, 96.
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.
Khattar, R. (Jan. 2010). Brought-forth possibilities for attentiveness in the mathematics classroom. Complicity 7(1), 57-62.
Wien, C.A. with Guyevsky, V. & Berdoussis, N. (2011). Learning to document in Reggio-inspired education. Early Childhood and Practice, 13(2).
Embrey, K. (2010). A house for Sarah: How emergent curriculum can foster mathematical thinking in young children. Teaching Children Mathematics, 17(5), 280.
Curtis, D., & Baird, L. (2011). Seeing how children see us. Exchange: The early childhood leaders' magazine since 1978, 201, 8-10.
Wien, C.A. (2013). Ontario Early Years Policy Framework, research brief. Think, feel, act: Lessons from research about young children - Pedagogical Documentation.
Richard, M. (2010). Dance in the public schools. Dance current (online), October 2010.
Ontario Ministry of Education, Resources, Capacity Building Services, K-2. (2012). Pedagogical documentation (#30).
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.
Khattar, R., & Wien, C.A. (2012). Illness and the concept of aesthetic responsiveness in early childhood education. Journal of the Canadian Association for Curriculum Studies, 10(2).
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.
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.
Wien, C.A. (2004). From policing to participation: Overturning the rules and creating amiable classrooms. Young Children, 59(1), 34-40.
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.
Doctoral Student, MEd, OCT, RECE
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