The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.

The more important truth is that it does not matter what we label Vivian Paley in the end if our goal is authenticity. It only matters that we disseminate her work to the next generation of early childhood teachers, so that they, too, may tame the classro

Vivian Paley’s contribution to the field of early childhood education and teacher education is certainly her approach to creating the space and opportunities for children to share their stories through storytelling and story acting, but it is much more.

Whenever I teach theories of child development, I always include Vivian Paley among the inductive theorists that early childhood teachers need to know.

Christopher’s work can help us replace a deficit view of difficulty with a more trusting approach to children as they work through the challenges that serve their current developmental and relationship growth (Madrid, Fernie, & Kantor 2015).

Openness to learning navigates us to undertake more research which, especially when we apply teacher research, reveals even more how much more we have to learn.

This issue of Voices of Practitioners demonstrates how teacher research can be a central and continuing part of all educators' daily practice.

In the following article, reading intervention teacher Heidi Heath DeStefano reflects on her struggles to help children learn letter names and sounds.

The findings of my self-study are the primary focus of this article.