Voices of Practitioners: Teacher Research in Early Childhood Education is an online peer-reviewed journal in which teachers provide a critical perspective on their roles in children's development and learning.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
As an early childhood educator, I have thought of myself as an emergent teacher who follows my students’ lead and supports their explorations. The children's interest in building a command center challenged me to follow their lead.
In her article, Ardalan explains how, by using documentation to listen closely to children, she facilitates a long-term project that expands their literacy skills and their ability to discuss, debate, and think critically.
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.
As a master’s student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
Read the Winter 2015 issue of Voices of Practitioners. Articles include "The Effect of Peer Support on Transitions of a Child with Autism" and "Teacher Research as a Form of Inspiration, Influence, and Mentoring."
Voices of Practitioners publishes articles on teacher research and supporting teacher research. Voices of Practitioners welcomes submissions! See the manuscript guidelines to submit to any of the sections.