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DOUBLE TAB TO ZOOM ON PHONE OR TABLET infrastructure lacking to support reflectivity, 6–7 a new way in contrast to, 8 overview, 1–2 philosophical foundations lacking, 4 play not considered valid, 5–6 quality definitions inadequate, 2–3 “research-based” requirement, 7–8 view of children as needing “readying,” 5 See also adopting the curriculum; advocacy professional development English language, 207 problems with in-service training, 4, 17 sustenance and renewal from, 203–204 visits to other programs, 206–207 See also advocacy for change; responsibility to live fully and teach well professional influences, awareness of, 89–90 program infrastructure, 6–7 protective stance, cultural context and, 90 proximal development, zone of, 15, 111–112, 134 Puget Sound ESD Head Start, 222–223, 234–237 pumpkin project, 70 Q quality definition of, as inadequate, 2–3 of materials, 67–69, 75 R racism, 6, 90, 174, 230 rage, advocacy and, 209 rat habitats, 154–155 readiness, 5, 6 receptive mindset, cultivation of, 94–96 recycled materials, 63 reflection time as effective learning source, 170 memory-making and, 49 reflective teaching adaptation of curriculum and, 184–185 children as participants in, 113 essential elements of self- development, 19 questions for, 10, 20–21 teacher-proof curricula vs., 11 See also teacher bringing self to the process Reggio Emilia, 5, 16, 17, 56, 89, 90–91, 190, 209 relationships and explaining “Why?” make changes, 208 focus on, vs. rules, 35–36, 89 importance of, 23, 178 looping to foster, 23 multiple intelligences and focus on, 35 social-emotional climate and, 24 Spicy Work and development of, 48 teacher scripts and, 89 See also connections between children; families requirements. See mandated requirements; problems in current approaches “research-based” curricula, 7–8 responsibility to live fully and teach well advocacy for change, 208–210, 244–251 overview, 18–19, 203–204 question “why” to challenge thinking, 208 suppport, finding colleagues for, 203, 204–205 trying new things, 205–206 visiting inspiring programs, 206–207 See also adopting the curriculum; teacher bringing self to the process Reynolds, Gretchen, 111 rhythm of the day, 22 rights of children, advocacy for, 209, 246–247 Rinaldi, Carlina, 90 rituals, 48–53 role model for teacher, 205 roles of teacher cultural and historical context and, 90–91 range of, 15 sample curriculum statement on, 222 in supporting play, 5–6 Rosegrant, Teresa, 6 routines and rules. See culture of the classroom COPYRIGHTED MATERIAL index  259 S scaffolding and coaching to learn about learning, 15, 120 defined, 112 with early toddlers, 106–107 environment and routines supporting, 39 and friends, learning from, 134 group design project and, 45 perspective of children and, 197 scissor skills and, 120 social context of learning and, 90 Spicy Work as, 47–48 values supported by, chart clarifying, 214 “yes and…” rule and, 140 See also coaching children to learn about learning schedule, balancing, 41 scissor skills, 119–120 scope-and-sequence curriculum, 7, 184–185 scripts, teacher, 89, 92, 93 sculptures and conflicts of ideas in teaching, 199–202 stone, 125–126 wire, 124, 144, 200–201 seeds, planting, 50 self. See teacher bringing self to the process Senge, Peter, 8 sensory base material, 72 Shoptaugh, Sonya, 9 Shore, Rima, 22 silly songs, 151–152 singing. See music and singing ¡Si se puede!, 207 social constructivism, 4, 39, 113 sociocultural theories, 214 socioeconomic status, 6 song. See music and singing Sound Child Care Solutions, 210, 250–251 Spanish. See bilingual/multilingual programs Spicy Work, 47–48 standards. See assessment; mandated requirements; problems in current approaches stone sculptures, 125–126 Stone Soup, 3 stories. See dramas; teacher stories strengths of children. See competence support groups, for teacher