参考书目

参考书目

Berk,L.E.& Winsler,A.(1995).Scaffolding children's learningVygotsky and early childhood education.Washington,DC:NAEYC.

Bredekamp,S.(1994,June).Training of teachers in Reggio EmiliaImplications for professional development in the U.S.Paper presented at the Reggio Emilia Study SeminarReggio Emilia,Italy.

Edwards,C.,Gandini,L.,& Forman,G.(1993).The hundred languages of childrenThe Reggio Emilia approach to early childhood education.Norwood,NJ:Ablex.

Forman,G.(1994).Different media,different languages.In L.G.Katz & B.Cesarone(Eds.),Reflective essays on the Reggio Emilia approach.(pp.43-49).Urbana,IL:ERIC Clearinghouse on Elementary and Early Childhood Education.

Fosnot,C.(1989).Enquiring teachersenquiring learnersA constructivist approach to teaching.New York:Teachers College Press.

Fuller,F.,& Brown,O.(1975).Becoming a teacher.In K.Ryan(Ed.),Teacher educationThe Seventy-Fourth NSSE Yearbook).Chicago:University of Chicago Press.

Geertz,C.(1973).Thick description:Toward an interpretive theory of culture.In C.Geertz,The interpretation of cultures(pp.3-30).New York:Basic Books.

Goldhaber,J.,Smith,D.,& Sortino,S.(1997).Observing,recording,understanding:The role of documentation in early childhood teacher education.In J.Hendrick(Ed.),First steps in teaching the Reggio way,(pp.198-209).Columbus,OH:Merrill.

Katz,L.G.(1991,November).Critical commentary.In invited symposium on“Diversity and developmentally appropriate practice:Implications for administrators and teacher educators.”NAEYC Annual Conference,Denver,CO.

Katz,L.G.,& ChardS.(1989).Engaging children's mindsThe project approach.Norwood,NJ:Ablex.

LaBoskey,V.K.(1994).Development of reflective practiceAstudy of preservice teachers.New York:teachers College Press.

Moran,M.J.(1997).Reconceptualizing early childhood teacher education:Preservice teachers as ethnographers.In J.Hendrick(Ed.),First steps toward teaching the Reggio way,(pp.210-221).Englewood Cliffs,NJ:Prentice Hall.

New,R.S.(1991,Winter).Projects and provocations:Preschool curriculum ideas from Reggio Emilia.Montessori Life26-28.

New,R.S.(1994).Culture,child development,and developmentally appropriate practices:Teachers as collaborative researchers.In B.Mallory,& R.S.New(Eds.),Diversity and developmentally appropriate practices:Challenges for early childhood education.(pp.65-83).New York:Teachers College Press.

Oja,S.N.,& Smulyan,L.(1989).Collaborative action researchA developmental process.LondonFalmer Press.

Rinaldi,C.(1993).The emergent curriculum and social constructivism:An interview with Lella Gandini.In C.Edwards,L.Gandini,& G.Forman(Eds.),The hundred languages of childrenTheReggio Emilia approach to early childhood education.(pp.101-111).Norwood,NJ:Ablex.

Rogoff,B.(1990)Apprenticeship in thinkingCognitive development in social context.Oxford University Press.

Schon,D.A.(1983).The reflective practitioner.San Francisco:Jossey-Bass.

Sparks-Langer,G.M.,Simmons,J.M.,Pasch,M.,Colton,A.,and Starko,A.(1990).Reflective pedagogical thinking:How can we promote it and measure it?Journal of Teacher Education41(4),23-32.

Van Manen,M.(1977).Linking ways of knowing with ways of being practical.Curriculum lnquiry,3,205-228.

Zeichner,K.M.& Liston,D.P.(1987).Teaching student teachers to reflect.Harvard Educational ReviewL7(1),23-47.