Voices of Practitioners: Teacher Research in Early Childhood Education is an online peer-reviewed journal in which teachers provide a critical perspective on their roles in children's development and learning.
The more important truth is that it does not matter what we label Vivian Paley in the end if our goal is authenticity. It only matters that we disseminate her work to the next generation of early childhood teachers, so that they, too, may tame the classro
Vivian Paley’s contribution to the field of early childhood education and teacher education is certainly her approach to creating the space and opportunities for children to share their stories through storytelling and story acting, but it is much more.
Christopher’s work can help us replace a deficit view of difficulty with a more trusting approach to children as they work through the challenges that serve their current developmental and relationship growth (Madrid, Fernie, & Kantor 2015).
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.