Co-Constructing Sustainable Collaborations in Early Childhood Settings through the Arts

Autor/inn/en	Palmer, Katherine; Yu, Geralyn Schroeder; Aprill, Arnold
Titel	Co-Constructing Sustainable Collaborations in Early Childhood Settings through the Arts
Quelle	In: International Journal of Education & the Arts, 24 (2023) 6, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Childhood Teachers; Faculty Development; Participatory Research; Action Research; Teacher Collaboration; Early Childhood Education; School Community Relationship; Administrator Role; Teacher Role; Communities of Practice; Reggio Emilia Approach; Art Activities; Art Education; Reflection; Music Activities; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Forschungstätigkeit; Projektforschung; Lehrerkooperation; Education; Lehrerrolle; Community; Reggio-Pädagogik; Künstlerische Tätigkeit; Arts; Art in Education; Kunst; Bildung; Erziehung; Musikalische Aktion
Abstract	This article reflects the inquiries and discoveries experienced by early childhood educators and teaching artists involved in participatory action research designed to explore how to co-construct sustainable collaborations in early childhood settings. Drawing inspiration from the Reggio Emilia Approach and other international examples, the authors detail how professional development through collaborative research leads to co-constructed experiences that significantly impact artistic encounters for children. This article highlights a two-year research project, named the Leading Learning Council (LLC), and focuses on overarching pedagogical practices, the role of documentation and reflection in the co-construction of arts experiences for educators and children, an example of the classroom as a laboratory, and considerations for applying the model within diverse early childhood settings. A significant outcome of the project was participant recognition of leadership roles in sustaining collaborative arts-based approaches in early childhood education. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01