Book Description
The city-run early childhood program of Reggio Emilia, Italy, has become recognized and acclaimed as one of the best systems of education in the world. Over the past forty years, educators there have evolved a distinctive innovative approach that supports children's well-being and fosters their intellectual development through a systematic focus on symbolic representation. Young children (from birth to age six) are encouraged to explore their environment and express themselves through many "languages," or modes of expression, including words, movement, drawing, painting, sculpture, shadow play, collage, and music. Leading children to surprising levels of symbolic skill and creativity, the system is not private and elite but rather involves full-day child care open to all, including children with disabilities. This new Second Edition reflects the growing interest and deepening reflection upon the Reggio approach, as well as increasing sophistication in adaptation to the American context. Included are many entirely new chapters and an updated list of resources, along with original chapters revised and extended. The book represents a dialogue between Italian educators who founded and developed the system and North Americans who have considered its implications for their own settings and issues. The book is a comprehensive introduction covering history and philosophy, the parent perspective, curriculum and methods of teaching, school and system organization, the use of space and physical environments, and adult professional roles including special education. The final section describes implications for American policy and professional development and adaptations in United States primary, preschool, and child care classrooms.
Customer Reviews:
It's philosophical and complex.......2007-05-14
Thought-provoking. It's not an "easy" read but well worth the effort if you appreciate children and their thinking. The writing is pretty complex and deep - which makes it a great book for ongoing reflection and discussion. This book offers understanding and insight into an alternative approach to educating young children. The high regard for children as thinkers, emphasis on professional collaboration, recognizion of different "languages" (modes?)for learning, attention to aesthetics and environmental factors, and genuine support for children and their parents to play an active role in education is defintiely refreshing.
love the education profession.......2006-01-07
I was not impressed with the 'Reggio Emilia' approach. Some of the 'hands on' parts don't make alot of sense. Some do, but the rest I was not truly taken by. In general, I feel this book could have done much better with the information which was true, but not used correctly. Just my opinion, I hope it does help with the educators out there, much like myself.
A necessary read for all educators and parents.......2003-04-19
For educators and parents truly interested in school reform, this book is a must read. Educators in the United States have been captivated by the "Reggio Emilia approach" to education since the late 1980s. The extensive documentation of Reggio children's work has toured the world as The Hundred Languages of Children exhibit. This book will allow anyone to see what is truly possible in early education if we are willing to let go of our long-held beliefs about how children learn. The Reggio Emilia approach is much more than "hands-on learning." It is a community effort that involves administrators, teachers, parents, children, and government. Although not a light read, the book is a fascinating dialog among the varied members of the Reggio Emilia community and American researchers and teachers.
Learning From the Interests of Children.......2001-04-20
The Hundred Languages of Children presents a fascinating and comprehensive overview of the remarkable schools of Reggio Emilia, Italy. It can also serves as an example of what learning can be like for children when it is focused on their interests and needs. One of the essays, an interview with founder Loris Malaguzzi, offers insight into the history, ideas and philosophy behind the approach. Discussing the environment of the RE schools, Malaguzzi states, "Our objective, which we always will pursue, is to create an amiable environment, where children, families and teachers feel at ease." This comment provides a stark contrast to the lip service many American schools pay to families and teachers. It signifies a deep abiding respect for the developmental nature of children and for childhood itself. Comparing the curriculum of the RE schools to American schools and early childhood programs also reveals fundamental differences. Two things are notable as the curriculum of the RE schools is described: the development of the curriculum project grows out of the teachers' observations of students, "The teachers took note, valuing the interest in dinosaurs as an opportunity to learn more about the children." Another important difference is the role reciprocity plays in curriculum building in RE. "... the teachers decided to begin a journey together with the children and study dinosaurs in depth." "...learn more about children" and "journey together" aren't phrases common to American education. Small phrases that reflect a world of difference. This excellent book offers inspiration to educators starved for a more creative and just approach to teaching and learning. To paraphrase an essay title from the book, what we can learn from Reggio Emilia is how to value the learning experiences of our children.
Languages Children Enjoy, but Readers May Not.......2001-04-18
This book was assigned to me to read by a masters program professor. Before reading the book, we were prompted by stories of the Reggio Emilia Approach. It sounds phenomenal! The professor liked it so much, his own children took part in the school here in the United States.
The approach itself is an amazing idea for educators. This early childhood program encourages hands-on learning. The teachings behind the children exploring through "languages" or modes of exploration. These languages include drawing, painting, sculpture, physical play, words, and music. It is an approach far from that of traditional schooling. However, it is known for it's amazing results. It binds together the world of teaching, children, and parents exceptionally well.
While the book supports a wonderful approach to schooling, the book itself is one that does not hold the reader's attention. I found myself rereading paragraphs because I was unable to pay attention to the words. The book is a dialog between educators and philosophers from Italy and the United States. While some of the questions posed are thought provoking and interesting, the reader is left bored after pages upon pages of questions.
If you are interested in early childhood development, this book is definitely one that you should read for ideas. However, if you are looking for a light and easy read this book is not for you. This book deserves careful attention, that only the truly patient and interested can give it.
I am glad I was asked to read it because of it's enlightening approach to child development. As an educator, I will take away with me the approach's distinct style of exploration to adapt to my classroom and even think of sending my children there someday. I just wish I would have been able to pay closer attention to it and fight my urge to put the book down.
Book Description
Peter Smith introduces the reader to the languages of propositional and predicate logic, and then develops formal systems for evaluating arguments translated into these languages, concentrating on the easily comprehensible "tree" method. His commentary is supplemented with examples and exercises, making the text appropriate for a first logic course. The book will also provide a basis for further research in formal and philosophical logic.
Book Description
Logic: Techniques of Formal Reasoning, 2/e is an introductory volume that teaches students to recognize and construct correct deductions. It takes students through all logical steps--from premise to conclusion--and presents appropriate symbols and terms, while giving examples to clarify principles. Logic, 2/e uses models to establish the invalidity of arguments, and includes exercise sets throughout, ranging from easy to challenging. Solutions are provided to selected exercises, and historical remarks discuss major contributions to the theories covered.
Customer Reviews:
I still use it after 40 years.......2007-04-29
The first edition of this book was the textbook for my first formal logic course at UCLA in 1967, taught by Donald Kalish. Because of it, I changed my major from Physics to Mathematics with a specialty in Logic and Set Theory. Forty years later, I still pull the book out and do exercises from the later chapters, certain that such mental exercise sharpens my decision-making skills. I highly recommend this book to anyone who wishes to improve their deductive reasoning.
Most Excellent Logic Text.......2006-06-08
Logic: Techniques of Formal Reasoning, 2nd Edition, by Donald Kalish, Richard Montague, and Gary Mar 1980 (1964)
I was originally introduced to the 1964 edition of Kalish and Montague's Logic: Techniques of Formal Reasoning in early 1970. As an undergraduate taking elementary logic for the first time, needless to say I found the demands of sentential and predicate calculus and theorem-proving in general to be daunting and not a little painful. It was many years later after receiving advanced degrees and teaching logic courses myself, along with researching some of the theoretical horizons in artificial intelligence, that I turned back to this most precious of textbooks. Finding that a second edition had been published, I eagerly bought a copy and set out to re-prove all those theorems.
Sharpening one's logic skills can be a struggle, but it is one well worth undergoing especially with the demands for reasoned discipline imposed by Kalish, Montague, and Mar. Every so often, I go back to this text to prove the theorems once again (though I occasionally skip over a few in the first three chapters). I've found just a few suggestions I would make to the authors, if they were still around, or to whoever may edit it in the future. These pertain only to the first 5 chapters.
The transition from the 125 theorems of the sentential calculus to those of the predicate calculus is a bit rough-going. Almost immediately, one is expected to engage in abbreviated theorem-proving which certainly assumes a command of all those theorems that came before. It would seem that a few more exercises would help students acquire more familiarity with those theorems and with abbreviated proofs. Moreover, one is introduced to more complex inference rules, such as separation of cases, for which few exercises have prepared one, at least up to that point. These may be minor quibbles, but they can cause a lot of confusion, especially to students introduced to logic for the first time.
Additionally, well into Chapter III, it is possible to construct a proof of one of the advanced theorems with the use of hypothetical syllogism. In theorem T235 (corresponding to the Aristotelian syllogism Barbara), one can derive two pure hypothetical statements permitting the application of hypothetical syllogism (the law of transitivity) to deduce a third. Yet neither hypothetical syllogism as a specific rule of inference nor the concept of transitivity has been introduced in previous pages. In fact, hypothetical syllogism as such (including explanations of pure and mixed syllogisms) is never introduced, though principles of syllogism are. The law of transitivity is not introduced until late in Chapter V. Of course, one can derive them, but this can cause confusion for a beginner.
I highly recommend this text over all others that are commonly used in basic undergraduate or even graduate courses. Though Logic: Techniques of Formal Reasoning is more demanding than, say, any of the Copi books, those demands result in more disciplined reasoning, proofs, and a broader understanding of logic and its relation to mathematics.
Myrna L. Estep, Ph.D.
Best Textbook.......2000-06-19
With some saddness, I noted the death of Dr Kalish this month. As an undergrad at UCLA during the mid 60's, I was fortunate to take Dr Kalish's class in Symbolic Logic. Over the years, I realized that his course using this textbook was the most valuable class I took, either as an undergrad or a graduate student. The text offers disciplined procedural logic that clarifies thought processes. At various times, I worked as a mathematical programmer in several higher level languages without ever taking a formal course in any of them. I attribute my success in this area to the Techniques of Formal Reasoning.
Kalish.......2000-04-25
If taught by the right person, this book will reveal all of the issues of contemporary logic. It is best supplemented on first reading with Schuman's "logic" guide. As Kalish was influenced by Russell, I found the Theorems in the Principia matched perfectly those found in this book. The latest edition of this book is much improved, in my opinion. It offers more guidance to understanding how to solve problems, and offers a great many useful hints and tips. Kalish is/was (?) the Chair of the department of UCLA. He is a modern master and authority on this subject. In my opinion, if you wish to spend time on understanding the strengths of contemporary symbolic logic, there is no better book to buy.
Book Description
The final decade of the Second Millennium has issued a flourish of books foretelling the end of everything from science to history. In the first decade of the Third Millennium, books about new beginnings will take their place. Is it a time for despair or hope? Many of today's social critics deplore the effects of multiculturalism in spawning a postmodernism era. One observer, however, finds reason to celebrate, claiming it's about time we looked beyond the confines of our king-of-the-mountain value system, to a broader plane of understanding.
In his newest book, Charles D. Hayes submits that the American Dream we've learned to champion is an insufficient aspiration for human beings. Cultural expectations create social reality. "If having must come at the expense of being," he asserts, "then you and I are missing the best part of life and our culture is the worse for it."
Reaching the top--at any cost, by the current model--has outlived its usefulness as a go! al in human society. Those who make it, remain unfulfilled. Those who don't, become marginalized and resentful. Through the power of our intellect, says Hayes, we can begin living off the interest of our biological world instead of continuing to eat away at the principle. Either we improve society through our ideas, or we perpetuate its deterioration through a lack of them.
A sophomoric sense of citizenship might reason this way: "Since I wasn't alive during slavery, I bear no responsibility for it." Certainly, it is senseless to blame ourselves for what happened before we were born, but Hayes maintains we do have a responsibility toward what is. If you and I are the beneficiaries of an unjust system stemming from the biases, prejudices, and atrocities of the past, then we have an obligation to remedy the unfairness. Beyond the American Dream points the way to rising above the lock-step patterns of our culture and assuming our rightful roles as thoughtful, responsible citizens.
In failing to truly value to individual thought and reflection, our society guarantees that an ever-increasing number of citizens will practice neither. As in his previous works, Hayes urges readers to take control of their own learning and to adopt self-directed inquiry as a lifelong priority. Education should be regarded "not as something you get," he says, "but as something you take. Self-education is the lifeblood of democracy, the key to controlling your life, and a means to living your life to its fullest."
Beyond the American Dream illustrates these ideas in practice. Offering fresh insight on the wisdom of great thinkers from Aristotle to Alan Watts, together with a tantalizing juxtaposition of ideas that can't help but foster reflection, Hayes demonstrates how the sensual pleasures of learning can be inherently more satisfying than anything posing as entertainment. He gives compelling evidence that America's greatest treasures are found, "not in our shopping malls, but in our libraries."
Certain that the greatest means we have of persuading others is to live by the example we advocate, Charles Hayes challenges each of us to re-evaluate our values and to amend our ambitions accordingly. Beyond the American Dream is a thoughtful summons to awaken from the New Age doctrines that have so engulfed our culture. It is a book about the meaning of meaning and implores us to find purpose and meaning in life by leaving the world a better place than we found it.
Customer Reviews:
Awful.......2000-12-07
Simply a waste of time. Sorry. The sentiments are fine, but a really tedious read.
The most thoughtful book I've read in the last 20 years.......2000-10-11
I've had thoughts similar to some of the ideas in this book but have never seem them expressed before. This is not the easiest book I've ever read, but it may be the most inspiring. The term lifelong learning means something entirely different to me now.
An Intriguing Read.......2000-09-25
Hayes' text sets out on a challenging journey and does it well. From the outset, he seeks to relate the concepts of high academia to the reader for what they are: elements of a world that has distanced itself from the layperson. This text consistently demonstrates the applicability of these themes to all, regardless of occupation or position. Quite simply, Hayes rejects the academic tendency to assert that compex themes are reserved for an academic audience and places these squarely before any reader to see that they are not mystical, overly sophisticated notons for a special set, but quite easily understood and intriguing given the desire to learn.
Frommian.......1999-08-23
Although I like the book a lot, I can't give it 5 stars (I'd give 4.5 stars if I could), because:
* There were numerous typos -- the most glaring, were at least two places where he confused the words "principle" and "principal" (no intentional pun could be inferred from the context, either);
* Although the book starts off real well, towards the middle, it jumps around disjointed topics that can lose focus, even though he keeps referring back to the "King of the Mountain";
* I found my attention wandering, and I found myself skipping pages, towards the middle of the book (especially the chapter on "belief"), although that might just be because I found myself rehearing old arguments on issues I had already resolved for myself years ago (I'm an atheist);
* It repeats a lot of what many philosophy readers (especially Freethinkers) already know, and that's where it starts to lose my attention. Hayes reminds me a lot of Erich Fromm.
To seasoned Frommians, Anti-Credentialists, Freethinkers, and Skeptics, this book isn't as "belief-shattering" as it might be to the average reader.
Still, I highly recommend it -- I've bought 2 copies as gifts, and I've told friends about it.
A Blow to the Side of the Head.......1999-07-16
In the preface of this book, the author uses Franz Kafka's assertion that a book should wake us up with a blow to the side of the head. This book does that repeatedly.
Book Description
This anthology explores Expeditionary Learning's roots in the educational philosophy of Kurt Hahn. The founder of Outward Bound, Hahn started two schools and numerous educational initiatives. Through storytelling, scholarship, and first-person accounts, this book describes Hahn's schools, his view on service, chalenge, adventure, and the belief that students have more in them than they realize. Readers will note that many of Expeditionary Learning's design principles have their origin in Hahn's schools.
Book Description
This radical treatise on public education has been a New Society Publishers' bestseller for 10 years! Thirty years of award-winning teaching in New York City's public schools led John Gatto to the sad conclusion that compulsory governmental schooling does little but teach young people to follow orders as cogs in the industrial machine. In celebration of the ten-year anniversary of Dumbing Us Down and to keep this classic current, we are renewing the cover art, adding new material about John and the impact of the book, and a new Foreword.
Customer Reviews:
Very enlightening.......2007-09-29
This book is a real eye opener. If you do not want to start thinking about the hidden agenda of the present school system, than please do not read it. I love it. This book is one of the reasons why my children aren't in school and will not be in school. I want them to learn to think for themselves in stead of learning to obey authority without thinking.
Fascinating, Insightful, and a Call to Action.......2007-09-25
With 30 years of teaching experience, Mr. Gatto has my deepest respect. His experience also lends great credibility to his insights into the ailments of public schooling. I work with middle school children and was amazed at the accuracy with which he described the unimaginative, unemotional, dishonest, angry kids that I consistently see. His theories and rationale make perfect sense. Given the government actively seeks to manipulate the populace at large, it is little wonder that they target the youngsters, training them to measure up to the low expectations set to follow authority without questioning it. I am grateful to have read this material as it spurs me to find ways to help the children I work with to make more and freer choices.
Excellent commentary........2007-09-21
I thoroughly enjoyed this brutally honest commentary on the modern school system. It resonated with my soul, validating many years of experience and observation. (Good on you, mate!) I love it when a courageous individual takes a small stone, puts it in a sling shot and then single handedly slays such an imposing Goliath with it. To my way of thinking, such a feat would classify the author of "Dumbing Us Down" as a hero.
So idealistic and impractical.......2007-09-15
This little piece of propaganda will resonate well with upper middle class, white, Christian parents. With few facts and lots of fudged logic, Gatto paints a world in which we'd all be better off by learning from respected elders within our own communities.
Having said that, though, it's a must read for any educator.
-Professor of Statistics
Dumbing Us Down by John Taylor Gatto.......2007-09-02
Do you value the freedom to make your wise decisions for your children's education? Read it!
That is all that matters in this review.
Book Description
The formal semantics approach to the study of natural language semantics was developed through active dialogue between linguistically minded philosophers and philosophically minded linguists and has become increasingly integrated into theoretical linguistics. Formal Semantics: The Essential Readings is a collection of seminal papers that have shaped the field of formal semantics in linguistics.The book covers key central themes and includes both an editorial introduction and extensive references. It is a vital resource for students and scholars of semantics and the philosophy of language.
Customer Reviews:
A Great Collection of Classics.......2007-01-03
This is a great book if you are part of a younger generation that did not grow up professionally while these papers were first being written/discussed. A few selections seem out of place, or perhaps are not quite as foundational as others, but overall it is a collection well worth having. Read from beginning to end you will have a basic handle on a large number of central topics in semantics.
As a primer I recommend "Introduction to Montague Semantics" by Dowty, Wall, and Peters. Most papers within "... The Essential Readings" take for granted an understanding of PTQ theory that is historically hard to acquire just based off Montegue's original paper (which is included as Chapter 1 of "... The Essential Readings").
Is There A Time-Frame On Which This Is A Cheap Book? Yes.......2004-01-29
In *Formal Semantics: The Essential Readings*, Paul Portner and Barbara Partee have collected the fruits of 30 years of research by linguists and logicians into the formal structure of natural language. And as this work has previously been exceptionally difficult to acquire (including the late Richard Montague's seminal "Proper Treatment of Quantification in Ordinary English") even the rather high sticker price of this volume is justified in terms of the historical and contemporary relevance of that particular essay alone (much of the work contained within this volume was influenced *in the main* by Montague Grammar).
The book also contains original statements by Hans Kamp and Irene Heim on dynamic semantic theory, a trend of recent years which perhaps deserves to be revisited (the work done by Groenendijk and Stokhof in particular is much more fully articulated than one might be led to believe, and the virtues of "static semantics" perhaps somewhat other than Davidsonians might think), as well as classic essays by David Lewis, Robert Stalnaker and Emmon Bach. Is semantics possible? Yes, but this volume will not answer the question of in what respect it is necessary, and as such it is exemplary of one of Montagovianism's chief virtues.
nice collection.......2003-05-30
Here's what's in it:
1. The Proper Treatment of Quantification in Ordinary English:
Richard Montague.
2. A unified analysis of the English bare plural: Greg Carlson.
3. Generalized quantifiers and natural language: Jon Barwise and Robin Cooper.
4. The Logical Analysis of Plurals and Mass Terms: Godehard Link.
5. Assertion: Robert C. Stalnaker.
6. Scorekeeping in a Language Game: David Lewis.
7. Adverbs of quantification: David Lewis.
8. A theory of truth and semantic representation: Hans Kamp.
9. File change semantics and the familiarity theory of definiteness:
Irene Heim.
10. On the projection problem for presuppositions: Irene Heim.
11. Toward a semantic analysis of verb aspect and the English 'imperfective'
progressive: David R. Dowty.
12. The notional category of modality: Angelika Kratzer.
13. The algebra of events: Emmon Bach.
14. Generalized conjunction and type ambiguity: Barbara Partee and Mats Rooth.
15. Noun phrase interpretation and type shifting principles: Barbara
H. Partee.
16. Syntax and semantics of questions: Lauri Karttunen.
17. Type-Shifting Rules and the Semantics of Interrogatives: Jeroen
Groenendijk and Martin Stokhof.
18. On the notion affective in the analysis of Negative-Polarity Items:
William A. Ladusaw. Index.
Book Description
Holt's most direct and radical challenge to the educational status quo and a clarion call to parents to save their children from schools of all kinds.
Customer Reviews:
Holt great as usual.......2007-01-10
It's the sixth book of Holt I have read so far and probably the most syntetic; he outlines not only the problems but also the solutions. He has no mercy for knowing-better educators, T-eachers working not FOR, but ON students, S-chools full of fear and anxiety and humiliation, coercion, mindlessness, forced learning, carrot-and-stick attitude; and great appreciation for sensitive, competent t-eachers that are models themselves, self-directed do-ers and s-chools that are not compulsory and help their students to thing better on their own terms. Holt's radical vision is very clear, very understandable; his solutions so natural that they seem to be inevitable and not radical at all. His ability to deconstruct the mechanisms of human learning and expose the hidden curriculum of public schools and social system we live in is outstanding. The book is worth every minute you spend on reading.
New views on Education.......2004-10-12
John Holt puts to the read a new perspective on what education really involves. He talks about a self-directed learning process that makes a lot of sense.
A seminal contribution to education policy discussions .......2004-10-10
Instead Of Education: Ways To Help People Do Things Better by alternative education advocate John Holt (author of the 1964 book How Children Fail) is an iconoclastic and seminal work presenting a persuasively argued case for "un-schooling" from traditional classroom structures and curriculum fare, to innovative, self-directed learning as the basis for a truly creative life. A direct challenge to the complacency of today's educational status quo (even in this political age of "no child left behind" and school voucher proposals), Instead Of Education should be required reading in every Teacher's College, District School Board, and governmental education policy development office whether it be federal, state, or local. Instead Of Education is a significant and seminal contribution to education policy discussions and commended to the attention of education reform activists at all levels and from all perspectives.
Book Description
Can quantum particles be regarded as individuals, just like books, tables and people? According to the 'received' view - articulated by several physicists in the immediate aftermath of the quantum revolution - quantum physics itself tells us they cannot: quantum particles, unlike their classical counterparts, must be regarded as 'non-individuals' in some sense. However, recent work has indicated that this is not the whole story and that the theory is also consistent with the position that such particles can be taken to be individuals, albeit at a metaphysical price. Drawing on philosophical accounts of identity and individuality, as well as the histories of both classical and quantum physics, the authors explore these two alternative metaphysical packages. In particular, they argue that if quantum particles are regarded as individuals, then Leibniz's famous Principle of the Identity of Indiscernibles is in fact violated. Recent discussions of this conclusion are analysed in detail and, again, the costs involved in saving the Principle are carefully considered. Taking the alternative package, the authors deploy recent work in non-standard logic and set theory to indicate how we can make sense of the idea that objects can be non-individuals. The concluding chapter suggests how these results might then be extended to quantum field theory. Identity in Physics brings together a range of work in this area and further develops the authors' own contributions to the debate. Uniquely, as the title indicates, it situates this work in the appropriate formal, historical, and philosophical contexts.
Book Description
"This is an immensely useful book for sociologists working in a wide range of sub-fields. It confirms Freidson's status among the leading exponents of the old Chicago tradition. This book is catholic in its reading, sophisticated in its arguments and cautious in its judgements."—Robert Dingwall, Sociology
"As an attempt to provide a complex, wide-ranging account this book should be essential reading for specialist students, and it should act as a stimulus for the extension of both empirical research and theory."—Alex Faulkner, Sociological Review
"Freidson's book is a concise introduction to the professions, challenging specialists with its puncturing of theoretically induced misconceptions and offering general readers a clear but critical entrée to the theoretical literature concerning this central aspect of modern society."—Andrew Abbott, Science
"This is a stimulating and well-written book which opens up a new perspective on the professions as well as contributing to existing debates."—David Podmore, Times Higher Education Supplement
Books:
- The Hunt: A Novel
- The Key to The Name of the Rose: Including Translations of All Non-English Passages (Ann Arbor Paperbacks)
- The Last Gentleman: A Novel
- The Maiden King: The Reunion of Masculine and Feminine
- The Mammoth Book of Roaring Twenties Whodunnits: Murder Mysteries from the Age of Bright Young Things
- The Master Cleanser
- The Prey: A Novel
- The Rag and Bone Shop of the Heart: Poems for Men
- The Sandman: Endless Nights
- The Soul Catcher: A Maggie O'Dell Novel
Books Index
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Experimental | Contemporary Methods | Education Theory | Education | Nonfiction | Subjects | Books
Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education (Early Childhood Education Series)
In The Spirit Of The Studio: Learning From The Atelier Of Reggio Emilia (Early Childhood Education)
Working In The Reggio Way: A Beginner's Guide For American Teachers
Bringing Learning to Life: A Reggio Approach to Early Childhood Education (Early Childhood Education, 86)
Authentic Childhood:: Experiencing Reggio Emilia in the Classroom
