Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
What Do We Do in the Meantime? Naive Academic Discourse brilliant contrast of the "iron cage of modernity" contrasted with the humane and organic anthropological approach "Addiction" or "Insanity": Changing the grammar of schooling SHG comments on Gregory Review
more >>

Announcements

[conference] Five Years of Post-Katrina Educational Refrom

Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies

Call for Proposal - Social Studies Conference

CALL FOR CHAPTER PROPOSALS: THE WORLD BANK’S EDUCATION POLICY DEVELOPMENT AND REVISION

Equity and Social Justice Conference: Richard Stockton College of NJ

CfP: BJSEP

new listserve: Exploring Childhood Studies

make a post | more >>

The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley

reviewed by Carollee Howes � February 01, 2010

Title: The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley
Author(s): Patricia M. Cooper
Publisher: University of Chicago Press, Chicago
ISBN: 0226115232, Pages: 248, Year: 2009
Search for book at Amazon.com

Vivian Paley, a laboratory schoolteacher of young children has written 12 ethnographic books describing and reflecting on classroom practices. These are rich books, marvelously detailed and thoughtful. The stated goal of Patricia Cooper’s book, The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley, is to make the content of the Paley ethnographies available to teacher educators, and in the process make explicit the professional practice of Paley the teacher. In my view Cooper accomplishes this goal and in the process provides the reader with much more than a manual for pedagogy of meaning and fairness for young children. In this review I want to discuss two themes introduced by Cooper: fantasy play and storytelling as important for the literacy development of all children and the role of the teacher in classrooms for young children. I then will comment on the process of teaching teachers to engage in... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: February 01, 2010
http://www.tcrecord.org ID Number: 15905, Date Accessed: 9/2/2010 10:03:58 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Carollee Howes University of California, Los Angeles CAROLLEE HOWES is a professor at the University of California at Los Angeles. Her recent publications include: Howes, C. (2010). Culture and Child Development in Early Childhood Education: Practices, activities interactions, and relationships. New York: Teachers College Press. Her current research focuses on social relationships among children and their peers and significant adults across multiple cultural communities.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues:

Friends