Emergent Curriculum, Reggio, and Inquiry: Coming to Terms with Terms

Technology Rich Inquiry Based Research

By: Diane Kashin, Ed.D, RECE. I have been an ardent proponent of emergent curriculum in early childhood education well before I became Reggio inspired. In the early nineties I became aware of the work of Elizabeth Jones and John Nimmo and used their textbook, Emergent Curriculum as the foundation for the curriculum courses that I taught to early childhood education students. I was thrilled to discover this book as I was struggling with moving beyond the thematic approach of pre-cuts and worksheets

Emergent Curriculum and the Project Approach

When I discovered the work of Sylvia Chard and Lillian Katz and the Project Approach I found an emergent curriculum structure that students seemed to be able to grasp and implement in their placements. The students would frame their work in placement on the three phases of the Project Approach. They began by identifying a topic of interest, followed by weeks of investigating the topic with children and ended…

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‘Time-Outs’ Are Hurting Your Child

Time in!!


Time-out is the most popular discipline technique used by parents and the one most often recommended by pediatricians and child development experts. But is it good for kids? Is it effective? Not according to the implications of the latest research on relationships and the developing brain.

Studies in neuroplasticity—the brain’s adaptability—have proved that repeated experiences actually change the physical structure of the brain. Since discipline-related interactions between children and caregivers comprise a large amount of childhood experiences, it becomes vital that parents thoughtfully consider how they respond when kids misbehave. Discipline is about teaching – not about punishment – and finding ways to teach children appropriate behavior is essential for healthy development.


So what about time-outs? In most cases, the primary experience a time-out offers a child is isolation. Even when presented in a patient and loving manner, time-outs teach them that when they make a mistake, or when…

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¿Por qué el cerebro humano necesita el arte?

Escuela con cerebro

El arte en todas sus manifestaciones constituye una característica esencial que identifica al ser humano, ha permitido transmitir la cultura en toda su extensión y  ha sido y es básico para su supervivencia. Nuestro cerebro plástico necesita el arte. Ya en los primeros años y de forma natural el niño juega, canta, baila, dibuja y todas estas actividades son imprescindibles para su correcto desarrollo sensorial, motor, cognitivo, emocional y en definitiva cerebral que le van a permitir aprender a aprender. Y realizando todas estas actividades el niño se divierte, muestra orgulloso sus resultados a los demás, intenta mejorar y ésta es una forma efectiva de entrenar una de las grandes virtudes del ser humano: el autocontrol. La educación artística es una necesidad no porque nos haga más inteligentes sino porque nos permite adquirir toda una serie de competencias y rutinas mentales que están en plena consonancia con la naturaleza…

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What Makes a Leader?

What Makes a Leader? What Makes a Leader?

It was Daniel Goleman who first brought the term “emotional intelligence” to a wide audience with his 1995 book of that name, and it was Goleman who first applied the concept to business with his 1998 HBR article, reprinted here. In his research at nearly 200 large, global companies, Goleman found that while the qualities traditionally associated with leadership—such as intelligence, toughness, determination, and vision—are required for success, they are insufficient. Truly effective leaders are also distinguished by a high degree of emotional intelligence, which includes self-awareness, self-regulation, motivation, empathy, and social skill.

These qualities may sound “soft” and unbusinesslike, but Goleman found direct ties between emotional intelligence and measurable business results. While emotional intelligence’s relevance to business has continued to spark debate over the past six years, Goleman’s article remains the definitive reference on the subject, with a description of each component of emotional intelligence…

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Child autonomy and choice


Helping a child be autonomous builds self-esteem and generally makes him feel good. It also helps a child continue to be more mindful of his own thinking and surroundings. When an adult swoops in to help or take-over, the child is not able to learn and can easily detach from the situation. I recently read a list of ideas to help create child autonomy developed by a University of Minnesota researcher on early childhood development.

A few simple and profound ideas caught my eye:

Wait 60 seconds before jumping in to help a child play or solve a problem. As a parent or care provider, always watch a child play first. It is so tempting to help – to help that child put the block in the ‘right’ way. Or color the sun the ‘right’ color. When an adult waits 60 seconds to help, the following things can happen: 1)…

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