Show Summary Details
- Title Pages
- Dedication
- Acknowledgments
- Prologue An “N of 1”
- Introduction Why Interpret the Clear?
-
1 Early Literacy, Play, and a Teaching Philosophy -
2 Fantasy Play and Young Children's Search for Meaning -
3 Storytelling and Story Acting: Meaning Extended -
4 Teaching as a Moral Act, Classrooms as Democratic Spaces -
5 Race, Pedagogy, and the Search for Fairness -
6 Fairness Extended: Superheroes, Helicopters, and the Unchosen - Epilgue The Classrooms Young Children Need—an “N of Many”
-
Appendix A Guide to Implementation of Paley's Storytelling Curriculum -
Appendix B Sample Stories -
Appendix C Sample Transcript of Child Dictation -
Appendix D Becoming a Teacher of Stories - References
- Index
(p.211) References
(p.211) References
- Source:
- The Classrooms All Young Children Need
- Publisher:
- University of Chicago Press
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- Title Pages
- Dedication
- Acknowledgments
- Prologue An “N of 1”
- Introduction Why Interpret the Clear?
-
1 Early Literacy, Play, and a Teaching Philosophy -
2 Fantasy Play and Young Children's Search for Meaning -
3 Storytelling and Story Acting: Meaning Extended -
4 Teaching as a Moral Act, Classrooms as Democratic Spaces -
5 Race, Pedagogy, and the Search for Fairness -
6 Fairness Extended: Superheroes, Helicopters, and the Unchosen - Epilgue The Classrooms Young Children Need—an “N of Many”
-
Appendix A Guide to Implementation of Paley's Storytelling Curriculum -
Appendix B Sample Stories -
Appendix C Sample Transcript of Child Dictation -
Appendix D Becoming a Teacher of Stories - References
- Index
