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• Cover
• Title Page
• Copyright
• Contents
• Foreword: Ann Lewin-Benham’s Vade Mecum, by Howard Gardner
• Acknowledgments
• Introduction
• Changing Practices
• The Book’s Content
• Breaching the Reggio/U.S. Divide
• 1. When Belief Drives Practice
• Cultural Context of Reggio Emilia
• Reggio’s Unique Beliefs and Features
• Correlations: Best Practices and the Reggio Approach
• The Structure Supporting Reggio Practices
• Conclusion: Using Reggio and Other Best Practices
• 2. Developing Self-Regulation
• Becoming Self-Regulated
• The Reggio Approach
• Montessori’s “Normalizing” Method
• A Scripted Kindergarten
• Scheduled Early Education
• The Model Early Learning Center’s Techniques
• Conclusion: Self-Regulation—The Basis for Learning
• 3. Using Documentation to Gain Parents’ Trust
• What Is Documentation?
• Documentation as a Magnet for Parents
• A Project Emerges
• Robust Parent Involvement
• Panels as Planning for Curriculum
• Conclusion: Documentation—A System for Listening
• 4. An Open Flow Day
• Essential Features of an Open Flow Day
• How Open Flow Looks
• Moving Toward Open Flow
• Conclusion: Differently Organized Days
• 5. The Environment Is the Curriculum
• When Design Fails to Support Children
• Exemplary Features of Reggio Classrooms
• Thinking About Design
• Developing an Aesthetic Sense
• Designing or Redesigning a Classroom
• Conclusion: A New Take on Environment
• 6. The Art of Meaning-Full Conversation
• Defining Conversation
• Holding Focused Conversations
• Conversation Punctuates a Project
• Techniques in the Conversation Tool Kit
• The Impact of Focused Conversation
• Conclusion: Conversing Toward Literacy
• 7. Intentional Teaching
• What Is Intention?
• Intention in Reggio Teachers
• Conclusion: The Teacher’s Roles in Action
• 8. Materials and Human Development
• The “Languages” of Materials
• Materials and Brain Development
• “Framing” and the Brain’s Attention Systems
• Triggering Visualization and Imagination
• Conclusion: The Romance of Materials
• 9. Materials and Relationships
• Why Materials Matter
• Finding Good Materials
• Asking Families to Help
• Materials and Cognition
• Conclusion: Finding Relationships
• 10. Documentation
• Walls as Curriculum
• Documentation of an Experience
• Walls That Encourage Mindful Activity
• Documentation at Work
• Using Documentation Reflectively
• Conclusion: Walls That Intrigue Parents
• 11. Assessing Children’s Progress
• Evaluation
• Assessment
• Authentic Assessment
• Roadblocks to Authentic Assessment
• Reconciling Authentic Assessment and Standardized Testing
• Effectiveness of Authentic Assessment
• Conclusion: “Proof” Is Not Attainable
• 12. Significant Project Work
• An MELC Story
• A Reggio Story
• The Contrast
• Conclusion: Bucking Cultural Imperatives
• 13. EXCEL
• Understanding the Acronym EXCEL
• Putting EXCEL to Work
• Using EXCEL to Rate Yourself
• Conclusion: Best Practices and Significant Work
• Glossary
• References
• Index