Carol Anne Wien

Bio: Carol Anne Wien is an academic researcher. The author has contributed to research in topics: Early childhood education & Reggio Emilia approach. The author has an hindex of 1, co-authored 1 publications receiving 50 citations.

Children and Place: Reggio Emilia's Environment As Third Teacher

Abstract: Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does this idea support and challenge existing understandings within early childhood education? The article draws on educational literature on space(s) and early childhood education, including but not confined to Reggio Emilia, as well as classroom-based practice, to pursue the implications of the notion of environment as 3rd teacher to classrooms and teacher education and how both preservice and experienced teachers can use this knowledge to inform their practice.

Multimodal Literacy Narratives: Weaving the Threads of Young Children's Identity Through the Arts

Abstract: The current study examines how children develop multimodal narratives through the construction of quilt squares and I Am poetry. Creating visual narratives through the use of personal artifacts lays the foundation for this artistic multiple literacy experience. The study focuses on the process and growth that a diverse group of kindergarten children underwent over the course of 9 weeks. How children reveal their identity texts through multimodal engagements reflects the significance of being able to understand, communicate, and think in alternative ways. Such opportunities offer children ways to represent the importance of being in the social world and document their personal narratives in nontraditional forms of literacy. The learning environment must engage children in experiences that empower them to make their thoughts public and to change how they think, view, and situate themselves in the world.

Where Is the (Postmodern) Child in Early Childhood Education Research

Abstract: Within early years education research there is a lack of research that focuses on the child and that constructs the child as co‐constructor of knowledge, culture and identity. Although there is much writing on early childhood education with regard to teacher practice, pedagogy and curriculum, these discussions are rarely informed by the perspectives of children. The author conducted a review of the literature of prominent early childhood research journals from 2006. This discussion, informed by examples from the literature review, demonstrates the various ways in which children are constructed within research, with specific discussion on the ‘postmodern’ child within early childhood education research, and implications for postmodern research projects with children. This paper is intended to provoke reflection, conversation and research on the ways in which the child is constructed in education research and literature.

Constructs of childhood: constructs of self

Abstract: Notions of childhood have been debated through time and place. This paper works from the understanding of childhood as an adult imposed, socially constructed and culturally transmitted concept. This paper provides a typology of ten ways in which adults construct children and childhood. The authors assert that in the process of defining children, adults necessarily and simultaneously define their own position/s in relation to children. Thus for each of the ten constructs of childhood, the authors present ten types of relationship adults consciously or unconsciously impose upon themsleves when they work from these constructions. The authors intend that the typology presented creates a beginning tool for conscious, critical reflection of how we are perceiving children and how this perception may drive our work and relationships with them. It may also provide a reflective tool for imagining working differently with children in ways which better serve them (and us!).

Including the Child With Special Needs: Learning From Reggio Emilia

Abstract: Inclusive education aims toward integrating special needs students into all events of the typical classroom. For North American educators, the process of inclusion does not unfold naturally as in the routines of the Reggio Emilia approach. Reggio's powerful image of the child nourishes the authentic practice of maximizing each child's capabilities. With that, inclusion has the potential to reduce fear, to build respect and understanding not only in school life, but for the future as well. The purpose of this article is to identify and illustrate key principles within the Reggio ideals that can foster new beliefs and attitudes regarding inclusion. The goal is for teachers to consider alterations in their philosophies and practices concerning inclusion, and work toward adopting the research and making it into one of practice.