References

Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference.

Future of learning group publication, 5(3), 438.

Ackermann, E. (2010). Constructivism (s): Shared roots, crossed paths, multiple legacies. Proc.
of Constructionism.

A Framework for Classroom Assessment - British Columbia. (n.d.). Retrieved February 21,
2021, from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/assessment/a-
framework-for-classroom-assessment.pdf

Alper, M. (2011). Developmentally appropriate New Media Literacies: Supporting cultural

competencies and social skills in early childhood education. Journal of Early Childhood Literacy,
13(2),

Boyer, W., & Crippen, C. L. (2014). Learning and Teaching in the 21st Century: An Education
Plan for the New Millennium Developed in British Columbia, Canada. Childhood Education,
90(5), 343–353.

British Columbia Ministry of Education. (2011). B.C.’s education plan. Putting students first.
Retrieved from www.bcedplan.ca/assets/pdf/bc_edu_plan.pdf

British Columbia Ministry of Education. (2012). Personalized learning in B.C. Interactive

discussion guide. Retrieved from www.personalizedlearningbc.ca

British Columbia Ministry of Education. (2012). Personalized learning parents’ guide. Retrieved
from www.bced.gov.bc.ca/personalizedlearning/ parentsguide/index.html#/10 British Columbia
Ministry of Education. (2015). BC Education Plan: Transforming curric

Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early

childhood education. Teachers College Press.

Cadwell, L. B., & Rinaldi, C. (2003). Bringing Learning to Life - The Reggio approach to early
childhood education. Journal for Quality Participation (Vol. 25). 71

Cooper, K. And White, R. (2011). Qualitative Research in the Post-Modern Era: Contexts of
Qualitative Research, Springer.

Coşkun, H. & Durakoğlu, A. (2015). A Project-Based Approach in Child Education: Reggio

Emilia, International Journal of Humanities and Education, 1:2, 141-153

Dodd-Nufrio, A. T. (2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling
Teachers’ Misconceptions and Understanding Theoretical Foundations. Early Childhood
Education Journal, 39(4), 235–237.
Donoghue, L. (2011). Moving onward: Reflections and re-interpretations of the Reggio
approach. Canadian Children, 36(1), 7–8.

Earl, L., (2007). Assessment of learning. In W. D. Hawley (Ed.), The keys to effective schools
(2nd Ed.) (pp.85–98). Thousand Oaks, CA: Corwin Press

Earl, L., & Hannay, L. (2011). Educators as knowledge leaders. In J. Robertson & H. Timperley
(Eds.), Leadership and learning. Thousand Oaks, CA: Sage. Fraser, S. (2012). Authentic
childhood (3rd Ed.). Scarborough: Nelson Canada.

Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia.
Early Childhood Research and Practice, 4(1).

Edwards, C. P., Gandini, L., & Forman, G. E. (1998). The hundred languages of children: The
Reggio Emilia approach--advanced reflections. Greenwood Publishing Group.

Ellis, J. (2003). Researching children's place and space. The Journal of Curriculum Theorizing,
19, 118-133.

Ellis, J. (2004). The significance of place in the curriculum of children's everyday lives. Taboo:
The Journal of Culture and Education, 8, 23-42.

Ellis, J. (2005). Place and identity for children in classrooms and schools. Journal of Canadian
Association of Curriculum Studies, 5(2), 55-7

Emilia, R., Turner, T., Wilson, D. G., & Wilson, D. G. (2010). Discussion With Thought Leaders
From Reflections on Documentation : A Discussion With Thought, (August 2015).

Fraser, S. (2012). Authentic childhood: Experiencing Reggio Emilia in the classroom. Cengage
Learning.

Friesen, S. & Clifford, P. (1999). Managing on the twelfth. Harvard Educational Review,
63(3), 339-358.

Galloway, A. (2015). Bringing A Reggio Emilia Inspired Approach into Higher Grades Links to
21st Century Learning Skills and the Maker Movement. 1-73.

Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. The hundred

languages of children: The Reggio Emilia approach – Advanced reflections (2nd ed.). Norwood,
New Jersey: Ablex.

Gandini, L. & Edwards, C. P. (1988). Early childhood integration of the visual arts. Gifted
International, 5 (2), 14- 18.

Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education.
Young Children, 49(1), 4–8.
Gandini, L., & Kaminsky, J. A. (2004). Reflections on the relationship between documentation
and assessment in the American context: AN INTERVIEW WITHBRENDA FYFE. Innovations
in Early Education: The International Reggio Exchange, 11(11), 5–17.

Guardino, C. A., & Fullerton, E. (2010). Changing Behaviors by Changing the Classroom
Environment. TEACHING Exceptional Children, 42(6), 8–13.
https://doi.org/10.1177/004005991004200601

Gillespie, F. (1998). Instructional Design for the New Technologies. New directions for teaching
and learning 1998 (76), 39–52.

Given, H., Kuh, L., LeeKeenan, D., Mardell, B., Redditt, S., & Twombly, S. (2010). Changing
school culture: Using documentation to support collaborative inquiry. Theory into Practice,
49(1), 36–46.

Grieshaber, S., & Amos Hatch J. (2003). Pedagogical documentation as an effect of

globalization. Journal of Curriculum Theorizing, 19(1).

Halbert, J., & Kaser, L. (2013) Spirals of Inquiry. Vancouver, BC: BC Principals and Vice
Principals Association. Chapter 5: The Spiral of Inquiry in Action (pp. 47-58). 

Hershberg, R. (2014). Constructivism. In D. Coghlan, & M. Brydon-Miller (Eds.), The SAGE

encyclopedia of action research (pp. 183-186). SAGE Publications Ltd,
https://www.doi.org/10.4135/9781446294406.n83

Humberstone, B. (2009). Well-being and outdoor pedagogies in primary school: The nexus of
well-being and safety. Australian Journal of Outdoor Education, 13(2), 24–32.

Kantor, R., & Whaley, K. L. (1998). Existing frameworks and new ideas from our Reggio Emilia
experience. In C. Edwards, L. Gandini, & G. Forman(Eds.), The hundred languages of children:
The Reggio Emilia approach - Advanced reflections (2nd ed., pp. 313-334). Westport, CT:
Ablex.

Kantrowitz, B., & Wingert, P. (1991, December 2). The ten best schools in the world.
Newsweek, 118(23), 50.

Katz, L. & Chard, S. (1989) Engaging children' s minds: The project approach. Norwood, N. J.:
Ablex

Krechevsky, M., Rivard, M., & Burton, F. R. (2009). Accountability in three realms: Making
learning visible inside and outside the classroom. Theory into Practice, 49 (1), 64–71.

Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting
Reggio-inspired approaches in all schools.

Kyatta, M. (2002). Affordances of children's environments in the context of cities, small towns,
suburbs and rural villages in Finland and Belarus. Journal of Environmental Psychology, 22,
109- 123.

Lyon, S., & Donahue, D. M. (2009). Reggio-inspired professional development in a diverse

urban public school: Cases of what is possible. Teacher Development, 13(2), 107-124.

Malaguzzi, L. (1987). The hundred languages of children. The Hundred Languages of Children,
16–21.

Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9-12.

Malaguzzi, L. (1998). History, ideas, and basic philosophy: An interview with Leila Gandini. In
C. Ed- wards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio
Emilia approach - Advanced reflections (2nd ed., pp. 49-98). Westport, CT; Ablex.

Maynard, T., & Chicken, S. (2010). Through a different lens: Exploring Reggio Emilia in a
Welsh context. Early Years, 30(1), 29-39.

Millikan, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Pademelon
Press Pty. Limited.

Mitchell, L. M. (2007). Using Technology in Reggio Emilia-Inspired Programs. Theory Into

Practice, 46(1), 32–39. New, R. S. (2007). Reggio Emilia as cultural activity theory in practice.
Theory into Practice, 46(1), 5-13.

Ontario Ministry of Education Resources. (2012). Pedagogical Documentation. Capacity

Building Series. doi:1913 8490

Papert, S. (1986). Constructionism: A new opportunity for elementary science education.

Massachusetts Institute of Technology, Media Laboratory, Epistemology and Learning Group.

Papert, S. (1987). Microworlds: transforming education. In Artificial intelligence and education.

Vol. 1 (pp. 79–94).

Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying
how children learn) in kindergarten. Proceedings of the 6th ACM SIGCHI Conference on
Creativity & Cognition - C&C ’07, (August), 1–6.

Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In C. Giudici, C.

Rianldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group
leaders. Reggio Emilia Italy: Reggio Children.

Robinson, K. (2009). Ken Robinson says schools kill creativity. TED Talks. Retrieved from
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
Short, K. G., & Burke, C. (1991). Creating curriculum: Teachers and students as a community of
learners. Portsmout, NH: Heinemann.

Stone, S. J. (2017). The essential role of play in School contexts for the well-being of children.
LEARNing Landscapes, 10(2), 305-318. doi:10.36510/learnland.v10i2.817

Strong-Wilson, T., & Ellis, J. (2007). Children and Place: Reggio Emilia's Environment as Third
Teacher. Theory Into Practice, 46(1), 40-47.

Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V.
(2006). Capturing quality in early childhood through environmental rating scales. Early
Childhood Research Quarterly, 21(1), 76–92. doi: 10.1016/j.ecresq.2006.01.003

Torruella, M. F., & Santín, M. F. (2017). Reggio Emilia: An Essential Tool to Develop Critical
Thinking in Early Childhood. Journal of New Approaches in Educational Research, 6(1), 50-56.
doi:10.7821/naer.2017.1.207

Trepanier-Street, M. L., Hong, S. B., & Bauer, J. C. (2001). Using technology in Reggio-inspired
long-term projects. Early Childhood Education Journal, 28(3), 181–188.

Turner, T., & Gray Wilson, D. (2010). Reflections on documentation: A discussion with thought
leaders from Reggio Emilia. Theory into Practice, 49, 5–13

Vygotsky, L. S. (1976). Play and is role in the mental development of the child. In J. S. Bruner,
A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp. 537–544). New
York: Basic Books.

Wien, C.A., Guyevskey, V., &Berdoussis, N. (2011). Learning to Document in Reggio-inspired

Education. Early Childhood Research and Practice, 13(2).

William, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–
14.