In this study, teacher education candidates were provided with extended opportunities to explore how open ended experiences can support growth and development of children in a manner that is consistent with Constructivism and the principles of the Reggio Emilia approach, and also fulfill the requirements for documentation of accountability. At the end of the study, participants’ responses indicated an emergent understanding of the value of providing children with time, space and materials that enable them to represent and strengthen the concepts related to creative thinking and problem solving. Further data analysis revealed that the participants believed judgments about achievement of standards should include authentic assessments of children as they engage in self-initiated open ended activities.
|Keywords:||Reggio Emilia Approach, Teacher Education, Creative and Critical Thinking, Open-Ended Opportunities for Learning, Authentic Assessment and Documentation|
Professor, Early Childhood and Family Studies, Kean University, Union, NJ, USA
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