Kindergarten: A Teacher, Her Students, and a Year of Learning
Page 27
midwinter doldrums
pre-Christmas break activities
rhythm of the year
self-initiated projects/group projects
short-term projects
time issues/in-between periods
Milne, A.A.
morals
children’s books and moral ambiguity/ambivalence
and classroom rituals
and classroom routines
fairy tales and moral dilemmas
moral obligation and good teachers
teachers’ moral responsibilities
Museum of Natural History
names
and classroom metaphors
and literacy
receiving the new class list
teaching letters/sounds with name cards
writing lists of names
narratives, teachers’ (stories and anecdotes about children)
and children who are difficult to like/work with
and children’s stories as their own
and parents
See also Henry’s story (a “difficult” child)
National Association for the Education of Young Children
National Commission on Teaching and America’s Future
new teachers
and mandated standards/lists of learning objectives
and programmed literacy instruction
retention/decisions to leave the classroom
and standardized testing environments
New York City Board of Education pamphlet, Early Childhood Education (1958–1959)
No Child Left Behind Act
No, David! (Shannon)
No Jumping on the Bed (Arnold)
North Dakota Study Group
observation (teachers’ tasks of)
and curricular richness of the classroom
and documentation of children’s work
and language development
observational checklists
seeing children as unique individuals
techniques of observation
Paley, Vivian
parents/families
abuses of power
and children’s feelings
children’s problems and teachers’ alliances with
creating trust and shared purposes/ goals
dangers of blaming
and democratic school environments
documentation of children’s work for
as educational resources
of Henry
informal relaxed environments
morning parental drop-off
overly permissive
parent information forms/ ascertaining goals
parent-teacher conferences
and Reggio schools
sharing common values and goals
social networks
and teachers’ narrative accounts of children
teachers’ perceptions of parent-child relationship
tone of exchanges
verbal abuse
Perrone, Vito
pets, classroom
the class rabbit (photograph)
interests in animals’ movements
qualities with special meaning for particular children
talking about the pet snake’s death
A (Philadelphia) Teacher’s Journal (Strieb)
photographs
“the activity of classrooms”
“books with photo portraits”
“the class rabbit”
“classroom aquarium”
“display of children’s drawings”
“Joanna’s drawing of squirrel running down the tree”
“records of the fish dissection”
“signing up to study different animals”
“using crayons to measure”
“working on a collage”
“working on a squirrel chart”
“working on the heart quilt”,
“writing children’s names”
“writing on the calendar”
“writing on the message board”
Piaget, Jean
play
and art work/art materials
and language development
and metaphors
programmed literacy instruction. See also literacy (teaching reading and writing)
progressive education. See also Reggio Emilia schools/educational philosophy
Prospect School
quarrels/fights, children’s
and role of competition in classrooms
and role of material rewards in classrooms
and teachers’ self-knowledge
reading
defining as the use of books
introducing children to
for pleasure/personal meaning
responding to themes in literature
talking about books
See also literacy (teaching reading and writing)
Reggio Emilia schools/educational philosophy
children as protagonists in own social/moral and intellectual development
Reggio Emilia schools/educational philosophy (cont.)
collaborative processes
democratic school environments
documentation of children’s learning and work
drawings as tool of investigation
exchanges between parents and schools
importance of the “act of interpretation”
learning through dialogue
link between teachers’ intellectual engagement and curiosity
and parents/families
relationship between classroom time and educational values
and teacher development
teachers’ roles as provokers of learning occasions
valuing children/childhood
repetition and the learning of skills
resources, parents as
resources, teachers’ selves as
developing a culture of teaching
helping children build relationships
loyalty and relationships between teachers and students
and teachers’ responsibilities
Rinaldi, Carlina
routines and rituals
Charney on
children’s participation in establishing routines
and classroom culture
and classroom organization/ materials
and classroom safety
cleanup tasks/care of the room
the Click Club
consistency/allowing for inconsistencies
and curriculum
and education as social process
first two months of school
how rituals generate/spread
making signs
making the class calendar
making the wall alphabet
moral core of rituals
moral dimensions of routines
the need for routines
negative rituals
organizing the day
organizing the library
ritual phrases and words
rituals and power relationships
rituals initiated by children
rituals’ social role
routines and protecting group life
separating from parents
setting up the room together
and sharing power/responses to teachers’ hegemony
and teachers’ dilemmas
and teachers’ responsibilities
teachers’ role in moderating discussions
transgressive rituals
two forms of children’s rituals
Royale, Jane
rug meetings
Rumpelstiltskin
The Runaway Bunny (Brown)
safety, children’s
and classroom routines
and search for autonomy
and themes of defense and protection in children’s books
and verbally abused children
school year. See beginning of the school year; e
nd of the school year; mid-school year
science education
and children’s talk/discussions
and routines
See also squirrel study; undersea life study
shared work
art work
and Henry’s projects
and relationships concerning power and authority
“science drawings”
students’ journals
values inherent in practice of
siblings, teaching
Social Development in Young Children (Isaacs)
Social Worlds of Children Learning to Write in an Urban Public School (Dyson)
solitary activity, children’s
special-education
squirrel study
and children’s interest in animals’ movements
children’s learning through concrete experiences
choosing to study squirrels
city children and natural world
class library books
the classroom environment coming to reflect
collages
dictating a Friday Letter to parents
documentation of children’s drawings
field trips
and Henry
individual tree drawings
learning about squirrels’ body structure
making charts
noticing children’s thinking processes/theory-making
organizing research groups
“science drawings”
sharing children’s work
and student teacher, David
teachers’ role of trusting children’s thinking
tools of investigation
and topics that resonate for children
standardized testing
and accountability issues
and effect on classrooms
and new teachers’ decisions to leave the classroom
Steig, William
Strieb, Lynne
student teachers
adjusting to
confusing a teaching style with passivity
idealism
students’ relationships with
trust in children’s thinking/theory-making
See also Vitale-Wolff, David
Studio in the Schools
Sylvester and the Magic Pebble (Steig)
Szekely, George
talk, children’s
as children’s work/as essential aspect of development
giving space for personal expression and exploratory comments
helping children participate in discussions as listeners and speakers
talk, children’s (cont.)
noticing the topics that engage children
providing forum for purposeful talk
and science curriculum
talking about books
talking about death of pet snake
talking about dreams
transcription of a discussion
Talking Their Way into Science (Gallas)
Teacher (Ashton-Warner)
teacher development
and collaborative teaching
and Reggio schools
and teacher retention
teacher retention
new teachers’ decisions to leave classroom
and standardized testing environment
and teacher development
Teachers College Reading and Writing Project
Teaching Children to Care (Charney)
teaching environments (school environments)
administrators’ exercise of power/ authority
alternative schools
collaborative teaching
democratic
obstacles making teaching harder
and parents/families
scarcity and inadequate funding
standardized testing
The Teaching of Young Children (Brearley, et al.)
teaching profession, choosing
capacity for self-criticism/selfreflection
capacity for uncertainty
feeling of moral obligation
feeling valued
gaining maturity
intellectual engagement and curiosity
intellectual independence/ autonomy
the physicality of the job
social value of the work
staying in the classroom
the will for connectedness
See also characteristics of good teachers
testing ethos. See standardized testing
The Three Billy Goats Gruff (Galdone)
time issues
and accountability-based/ academically-focused education
beginning of the school year
classroom routines and time divisions
end of the school year and ambivalence
giving children time
in-between periods and midwinter doldrums
institutional timetables
Reggio schools
rhythm of the school year
See also routines and rituals
trusting children (faith in children)
bad teaching that stems from distrust
Charney on
and children’s theory-making
and relationships concerning power and authority
and student teachers
and talking about books
and teachers’ trust/faith in themselves
and valuing childhood
undersea life study
and art curriculum
choosing animals to study
classroom aquarium
classroom metaphors
drawings
field trips
and Henry’s leadership role
learning by touching/experience
and literacy curriculum
mobiles
photographs
plasticene models
production of class book
reading books on whales/dolphins
University of Chicago Laboratory School
Valentine’s Day cards
values
Dewey on educational values
faith in children’s learning