This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 5, 2007). PDF text: vi, 206 p. : ill. ; 9 Mb. UMI publication number: AAT 3271925. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 76-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11769

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 242-258).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: 233 p. : col. ill. ; 5 Mb. UMI publication number: AAT 3350449. Includes bibliographical references. Also available in microfilm and microfiche formats.

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The purpose of this qualitative research was to understand the process of co-constructing music in a Reggio-inspired preschool. Although both adults and children facilitate musical processes in co-constructed settings, in this study I focused on processes that emerged from children. One question guided this study: In this preschool, what processes do children use to make their music learning visible and audible? From September 16 to December 16, 2014, I visited Project P.L.A.Y. School--a play- and relationship-based, Reggio-inspired preschool--once weekly for one and a half hours during the children's free play time. The participants were 13 children between the ages of two and a half and five years old, as well as six adults. During my visits, I acted as a musical play partner with the children, following the children's leads. Data emerged from child and adult musickers as musical interactions, which I documented using Reggio-inspired documentation techniques--audio recording, video recording, and photographing during musical interactions as long as the interaction lasted. In addition, I kept a researcher's journal consisting of same-day reflections after each visit. The documentation resulted in five hours and 42 minutes of video and audio recordings, 115 photographs, and an 80 page researcher's journal. Because my data collection were modeled on Reggio-inspired documentation techniques, I did not run continuous video but only recorded during musical interactions as long as the interaction lasted. Thus, the audio and video recordings were in 215 separate files, ranging from four seconds to 19 minutes in duration. I interpreted the data using qualitative strategies, coding data from documentation and my journal. Codes gave rise to categories which became salient themes. I labeled those themes processes, and employed narrative tenets to present the findings, restorying experiences into vignettes and using photographs and notation to support the themes. At Project P.L.A.Y. School, children made their music learning audible and visible by engaging in seven music processes: vocal exploration, singing, instrument exploration, expressive movement, notation exploration, staging shows, and musical conversations. These processes emerged as part of larger social processes, such as discussion and social play. Some processes emerged within others, as children sang during their musical conversations and danced while they staged shows. Thus, co-constructed musicking was part of the whole experiences of the children. Musickers at Project P.L.A.Y. School made their learning audible and visible through musical processes that were fundamentally social and creative. The co-constructed musicking was social and creative, as adults and children developed musical thinking and skills through listening and responding to one another. Through the emergent social and musical process, adults were able to scaffold and extend children's musicking. Through these processes, musickers developed skills that may help them become thoughtful, independent, and intentional musicians. Due to the rich musicking that emerged in this context, I recommend that music teachers and early childhood teachers embrace the role of musical play partner; dedicate time to music exploration and play; design children's musicking spaces in a way that emphasizes agency and accessibility; and provide opportunities for musical choice in all music education settings. I conclude by recommending that future researchers consider studying co-constructed musicking in other environments, as well as musical project work, as projects are important to the emergent curriculum of the Reggio approach. / Music Education

This paper describes a curriculum designed to examine relationships between artistic fluency in middle school art classrooms, and a robust year-long paper curriculum. A sustained focus with one material, such as paper, combined with relevant artists and investigative skills activities was designed to increase artistic fluency during a time when students often experience a decline in identity and confidence. Concerns with the U-curve theory suggest that many factors affect the continuity of art during these crucial years of school. Educational standards of the Reggio Emilia Approach can be applied to secondary education, encouraging both students and educator to create dynamic compositions and innovative mark making.

The purpose of this study was to document and examine the use of technology to facilitate communication among the three protagonists of learning — parents, teachers, and children in an early childhood education classroom. Specifically, the process of the co-construction of a website, by parents and teachers and subsequent use of the website for information exchange and parent involvement was documented and examined by the researcher using ethnographic methodologies. The study provides a description of the process of co-constructing the website. Through this description, the researcher came to better understanding of developing a website, parent-teacher communication, children and their learning, and herself as a teacher-researcher. The study includes examples of the website pages as well as recommendations and implications for future use of a classroom website. / Master of Science