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eBook details

• Title: An Interpretivist Approach to Understanding How Natural Sciences Are Represented in a Reggio Emilia-Inspired Preschool Classroom
• Author : Hatice Zeynep Inan
• Release Date : January 21, 2013
• Genre: Education,Books,Professional & Technical,Reference,Study Aids,Health, Mind & Body,Psychology,
• Pages : * pages
• Size : 36612 KB

Description

This ethnographic study explores aspects of how the natural sciences are represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline, a latecomer to preschool curricula, and the internationally-known approach, Reggio Emilia, have interested educators and researchers, but there is little research about Science in Reggio Emilia. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes). The data were analyzed from an interpretive perspective using multiple lenses. These lenses included classroom culture, the Reggio Emilia approach, and Early Learning Content Standards. Several theories guided the study design, including data gathering and analysis. These theories included Spradley’s (1980) Developmental Research Sequence Method, which is a well-known ethnographic method, and Corsaro’s (1997) peer culture theory. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia-inspired preschool offered a science-rich context that triggered and supported preschoolers’ inquiries, and effectively engaged preschoolers’ hands, heads and hearts with science. The Reggio Emilia-inspired preschool classroom in this study even exceeded the pre-K standards for natural sciences. The results showed that the Reggio pedagogy, which is grounded in inquiry, is very compatible with scienceeducation goals.

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