To view this page ensure that Adobe Flash Player version 11.1.0 or greater is installed.

258   Learning Together with Young Children DOUBLE TAB TO ZOOM ON PHONE OR TABLET through, 74–75 children participating in, 74, 185 layering of, for complexity, 71–74, 84–85 learning domain, focus on chosen, 82–83 matching containers for diverse items, 77 orderly beautiful arrangements, 75 overview, 74–75, 83–85 for part-time programs, 176, 177 repositioning to spark new interest, 81 similar with different attributes, grouping, 78 size, scale, and levels, 79 suggestive of possible uses, 80 “math snack” table, 187–190 meaning making, learning process and, 104, 108 meetings, end-of-day, 45 Mejer, Deborah, 7 memories, rituals to create, 48–50 Meriwether, Linda, 188 models, in coaching, 127–128 Montessori, Maria, 90 multilingual programs. See bilingual/ multilingual programs multiple intelligences and coaching to learn about learning, 113 defined, 16 music and, 151 naturalist, 161 relationships as focus and, 35 representation, multiple, 144–149, 160–161 See also digging deeper multiplicity, observation for, 20 music and singing digging deeper with, 149–152 end-of-the-day meeting and, 45 Friday ritual of, 39 natural enthusiasm for, 149 teacher taking risks in, 205 N National Association for the Education of Young Children (NAEYC), 90, 178, 179 Native Americans, humor and, 152 natural world assessment of interest in, 194–196 deepening learning with, 161–167 time and, 3–4 negotiation, culture of classroom supporting, 47–48 New, Rebecca, 209 Newcomb, Joan, 55 New Hampshire Technical College planning, 241 New Zealand, 3, 193–194, 224–228 No Child Left Behind Act, 6 O observation adapting the curriculum and, 184–185 assessing current foundation for, 213 as core practice, 10 for multiplicity, 20 See also details, attention to online resources Early Education Advocates, 210 perspectives, research on, 197 Sound Child Care Solutions, 210 support groups, 204 “Voices of Practitioners,” 210 World Forum Working Groups, 210 open-ended (transformable) materials, 63–67 ordinary, none are, 96 ordinary moments. See teacher bringing self to the process P painting, coaching skills in, 123–124 Paley, Vivian, 146, 210 part-time programs, focus of, 175–178 party planning, spirit of, 48–49 passion, 174 pedagogisti, 17 pedagogy, chart clarifying values and theory in, 214–215 peers. See connections between children personification, 152–157 perspective of child adaptation of curriculum and, 196–199 assessment from, sample statement of, 228 calling attention to differences among, 104 magical thinking and, 156 seeking to understand, 96–100 See also children’s ideas and interests perspective of parents, 197–199 perspective of teachers, conflicting, 199–202 COPYRIGHTED MATERIAL philosophy. See theoretical influences photographs for coaching attention to detail, 129–130, 132 for coaching skills with materials, 121 in daily journal, 193 face painting and, 144, 145 of family, 32, 177–178 of new siblings, 70 for part-time toddler play group, 177–178 reflecting children’s ideas using, 170–172 researching child’s perspective with, 197–198 See also books, making; documentation physical education, 157 Piaget, Jean, 32, 72, 90, 109 plan/do/review, 47 planning adapting forms, 180–183 sample forms, 232–241 seeking perspectives to inform, 196–199 time for, 17, 183, 184 planting seeds, 50 play, child-initiated considered invalid, 5 importance of, 5, 111–112 importance of teacher support for, 5–6 master players, 111 presented in opposition to teacher- directed, 6 types of, 72 See also children’s ideas and interests; coaching children to learn about learning; digging deeper playdough body movements and, 158–160 layering materials with, 72–74, 84–85 sculpture and, 200 point of view. See perspective of child power, teacher claiming, 87 adaptation of curriculum and, 175, 185 praxis, 9, 19–20 pretending. See dramas problems in current approaches child- and teacher-directed, in conflict, 6 factories serve as model, 3–4