Patricia M. Cooper
- Published in print:
- 2009
- Published Online:
- February 2013
- ISBN:
- 9780226115238
- eISBN:
- 9780226115252
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226115252.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young ...
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Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.Less
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. This book takes a synoptic view of Paley's many books and articles, charting the evolution of Paley's thinking while revealing the seminal characteristics of her teaching philosophy. This analysis leads the text to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.
Stephanie E. Pitts
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199838752
- eISBN:
- 9780199950065
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838752.003.0004
- Subject:
- Music, Psychology of Music
This chapter considers the role of teachers and family as gatekeepers to the opportunities needed for young people to flourish musically. Instrumental teachers are the critical factor for many ...
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This chapter considers the role of teachers and family as gatekeepers to the opportunities needed for young people to flourish musically. Instrumental teachers are the critical factor for many musicians of a classical background, bridging the gap between home and school experience, and offering the individual attention that secures a sense of musical confidence. Parents also shape their children’s experience through their own musical behaviour and attitudes towards music, while classroom teachers are most often seen as the providers of opportunities, and appear to achieve inspirational status out of the classroom more often than within it. Tales of off-putting or demoralizing teachers are also examined, and the theories of autobiographical memory are used to show how the same experiences can be a prompt to action for some young people, while destroying the confidence of others. Reported experiences of learning in later life show the lasting impact of formative influences, with adult identities as parents and teachers being shaped in part by childhood role models.Less
This chapter considers the role of teachers and family as gatekeepers to the opportunities needed for young people to flourish musically. Instrumental teachers are the critical factor for many musicians of a classical background, bridging the gap between home and school experience, and offering the individual attention that secures a sense of musical confidence. Parents also shape their children’s experience through their own musical behaviour and attitudes towards music, while classroom teachers are most often seen as the providers of opportunities, and appear to achieve inspirational status out of the classroom more often than within it. Tales of off-putting or demoralizing teachers are also examined, and the theories of autobiographical memory are used to show how the same experiences can be a prompt to action for some young people, while destroying the confidence of others. Reported experiences of learning in later life show the lasting impact of formative influences, with adult identities as parents and teachers being shaped in part by childhood role models.
