After Reggio Emilia: May the Conversation Begin!

Young Children

Volumn 51, Issue 5, 1996, Pages 24-27

  Kennedy, David Knowles ^a  

^a WESTERN CAROLINA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2742607063     PISSN: 00440728     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (10)

1. Edwards, C. 1993. Partner, nurturer, and guide: The roles of the Reggio teacher in action. In The hundred languages of children: The Reggio Emilia approach to early childhood education, eds. C. Edwards, L. Gandini, & G. Forman, 151-69. Norwood, NJ: Ablex.
2. Kessel, F.S., & A.W. Siegel, eds. 1983. The child and other cultural inventions. New York: Praeger.
3. Kessen, W., ed. 1975. Childhood in China. New Haven, CT: Yale University Press.
4. Kuhn, T.S. 1970. The structure of scientific revolutions. 2d ed. Chicago: University of Chicago Press.
5. Malaguzzi, L. 1993. For an education based on relationships. Young Children 49 (1): 10-12.
6. Rinaldi, C. 1993. The emergent curriculum and social constructivism. In The hundred languages of children: The Reggio Emilia approach to early childhood education, eds. C. Edwards, L. Gandini, & G. Forman, 101-11. Norwood, NJ: Ablex.
7. Sidel, R. 1972. Women and child care in China. New York: Hill & Wang.
8. Tarini, E. 1993. Reflections. Innovations in Early Education: The International Reggio Exchange 1 (3): 4.
9. Tizard, B., & M. Hughes. 1984. Young children learning. Cambridge, MA: Harvard University Press.
10. Tobin, J., D.Y.H. Wu, & D.H. Davidson. 1989. Preschool in three cultures. New Haven, CT: Yale University Press.