Abstract
In this issue, we take a look at child development and at authors who conceptualize child development as a process of being and becoming learners and literate people. The first review examines what we learn when we observe one learner closely—first as a person and then as a learner across time. Julianne Wurm’s (2005) book invites readers into Reggio Emilia schools and describes the processes and practices that inform this child-centered and generative curriculum that has resulted in preeminent early childhood schooling in Italy and is generating renewal in the United States. Our final review examines the importance of unpacking our reading practices from the inside in order to teach readers in ways that help them know and grow their own understandings about their reading processes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.