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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