Abstract
In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 13-21 |
| Number of pages | 9 |
| Journal | Teaching and Teacher Education |
| Volume | 48 |
| DOIs | |
| State | Published - May 1 2015 |
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Keywords
- Curriculum
- Early childhood education
- Funds of knowledge
- Mathematics
- Professional development
ASJC Scopus subject areas
- Education
Cite this
The power of improvisational teaching. / Graue, M. Elizabeth; Whyte, Kristin Lyn; Karabon, Anne Elizabeth.
In: Teaching and Teacher Education, Vol. 48, 01.05.2015, p. 13-21.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The power of improvisational teaching
AU - Graue, M. Elizabeth
AU - Whyte, Kristin Lyn
AU - Karabon, Anne Elizabeth
PY - 2015/5/1
Y1 - 2015/5/1
N2 - In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.
AB - In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.
KW - Curriculum
KW - Early childhood education
KW - Funds of knowledge
KW - Mathematics
KW - Professional development
UR - http://www.scopus.com/inward/record.url?scp=84922295551&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84922295551&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2015.01.014
DO - 10.1016/j.tate.2015.01.014
M3 - Article
AN - SCOPUS:84922295551
VL - 48
SP - 13
EP - 21
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -