Reflecting on "Project Katrina" and Developmentally Appropriate Practices: A Graduate Student's Perspective

Autor/inn/en	Schellhaas, Andree; Burts, Diane C.; Aghayan, Carol
Titel	Reflecting on "Project Katrina" and Developmentally Appropriate Practices: A Graduate Student's Perspective
Quelle	In: Journal of Early Childhood Teacher Education, 28 (2007) 1, S.77-81 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Graduate Students; Developmentally Appropriate Practices; Child Development; Teaching Methods; Natural Disasters; Preschool Children; Preschool Education; Laboratory Schools; Integrated Curriculum; Teacher Student Relationship; Peer Relationship; School Community Relationship; Play; Writing for Publication + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Entwicklungsbezogene Bildung; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Natural disaster; Naturkatastrophe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Laborschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Spiel
Abstract	This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with "Project Katrina" she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10