Examining Ritual in a Reggio-Inspired Preschool

Autor/in	Hayes, Shirley
Titel	Examining Ritual in a Reggio-Inspired Preschool
Quelle	In: Journal of Inquiry and Action in Education, 6 (2015) 2, S.38-52 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Preschool Education; Reggio Emilia Approach; Teaching Methods; Caring; Ceremonies; Child Development; Preschool Children; Social Status; Transformative Learning + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Reggio-Pädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Care; Pflege; Sorge; Betreuung; Zeremoniell; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Sozialer Status; Pädagogische Transformation
Abstract	Working and researching in a Reggio-inspired preschool for one year allowed me to witness repeated rituals of schooling, especially the walk-around-the-candle birthday ceremony. In this paper, I focus on the importance of ritual to human endeavors and share the educational, transformational, and caring quality that these rituals hold for children and adults. I give examples of three rituals for three different age groups that provide a sense of the importance of these rituals to the continuity and richness of this community of learners. I hope to have made the important point of how parents and others affiliated with any school are partners in each child's education, their transformation, and their transcendence into educated individuals, which comes with involvement, seriousness, and responsibility on the part of everyone involved with the child's life. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01