Read the Fall 2017 issue of Voices of Practitioners. Articles include: "The Command Center Project: Resolving My Tensions with Emergent Curriculum" and more.
As an early childhood educator, I have thought of myself as an emergent teacher who follows my students’ lead and supports their explorations. The children's interest in building a command center challenged me to follow their lead.
The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.
NAEYC has long supported teacher research efforts in the early childhood field, as it advances the field’s understanding of child development and produces creative approaches to building high-quality learning experiences for young children.
As a master’s student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
Looking critically at gender can allow teachers to have broader perceptions and interpretations of daily classroom events, thereby allowing children more space as they develop their gender identities.
Read the Winter 2015 issue of Voices of Practitioners. Articles include "The Effect of Peer Support on Transitions of a Child with Autism" and "Teacher Research as a Form of Inspiration, Influence, and Mentoring."
Read the Summer 2015 issue of Voices of Practitioners. Articles include "Using Technology as a Social Tool in the Preschool Classroom" and "Teacher Research as a Professional Development."
Voices of Practitioners publishes articles on teacher research and supporting teacher research. Voices of Practitioners welcomes submissions! See the manuscript guidelines to submit to any of the sections.
