This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
Read the following story and teacher reflections, and use the Reflective Questions at the bottom of this article to deepen your thinking and shape your teaching practices.
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.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Like many educators, Debbie enjoys following the meaning that children are making of their experiences and she wondered how the children thought the chick happened to be in the egg.
Joyful learning is present in kindergarten classrooms that honor the identities and interests of children. Consider encouraging free exploration in an early childhood classroom.
26 prekindergartners at Boulder Journey School had a problem. Over the course of the school year, they researched, designed, modeled, and redesigned solutions, which resulted in building a tree house
Authored by
Authored by:
Lauren Weatherly, Vicki Oleson, Lisa Ramond Kistner
What is a Shadow? Denise Nelson and her class of preschoolers in Worcester, MA tried to answer that question over the course of a three-week exploration—both indoors and out
Teachers can foster diverse skills and abilities in early childhood classrooms. Read how Ms. Charlotte Brown affected the students and parents in her program
The great outdoors is filled with rich opportunities for math learning—with a connection to science—that can interest and engage children in real-life problem solving.
