Twelve Best Practices for Early Childhood Education

In her new book, popular author Ann Lewin-Benham draws on her intimate knowledge and experience with the Reggio Approach to present 12 “best practices” inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated, one per chapter, with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice. Used together, the 12 best practices offer a new framework for early education.

Written in the accessible style that her readers appreciate, this book expands on Lewin-Benham’s earlier works by showing the foundations for teachers to practice the Reggio Approach in their own settings. It introduces several new techniques: fostering language skills through Meaningful Conversation, designing inspiring environments, switching from a scheduled to an Open Flow day, using materials to build brain networks and stimulate Significant Work, and much more.

This important resource also includes a self-assessment tool, EXCEL, to assist you in examining your practices and those of your school. All chapters include key points and questions to help readers think more deeply about the material presented.

Ann Lewin-Benham founded and for 20 years directed the Capital Children’s Museum in Washington, DC, where she also founded and directed the Model Early Learning Center, the only U.S. preschool accredited by Reggio educators. Her books include Possible Schools; Powerful Children; Infants and Toddlers at Work; Twelve Best Practices for Early Education; and What Learning Looks Like (with Reuven Feuerstein). For information about Ann’s teacher workshops visit her website: AnnLewin-Benham.com.

“Lewin-Benham offers joyful, grounded, and practical counsel to early childhood teachers… totally delightful and thoroughly helpful!”
—Sharon Lynn Kagan, Teachers College, Columbia University

“I predict that you’ll place this book alongside those educational readings that you value most.”
—From the Foreword by Howard Gardner

“Once again, Ann Lewin-Benham has demonstrated the depth of her knowledge and understanding of the field of early childhood education and the sharp insights of one who accommodates the intersection of theory and practice; one who has created and supported Reggio-inspired early childhood programs that value children’s time and intelligence; and one who has repeatedly sounded the clarion call for the nation to give our young children the schools they deserve. This book is a must-read for all who care about doing the right thing for children.”
—Maurice Sykes, Executive Director, Early Childhood Leadership Institute, University of the District of Columbia

Foreword: Ann Lewin-Benham’s Vade Mecum, by Howard Gardner

Acknowledgments

Introduction
   Changing Practices
   The Book’s Content
   Breaching the Reggio/U.S. Divide

Chapter 1. When Belief Drives Practice
   Cultural Context of Reggio Emilia
   Reggio’s Unique Beliefs and Features
   Correlations: Best Practices and the Reggio Approach
   The Structure Supporting Reggio Practices
   Conclusion: Using Reggio and Other Best Practices

Chapter 2.  Developing Self-Regulation
   Becoming Self-Regulated
   The Reggio Approach
   Montessori’s "Normalizing" Method
   A Scripted Kindergarten
   Scheduled Early Education
   The Model Early Learning Center’s Techniques
   Conclusion: Self-Regulation—The Basis for Learning

Chapter 3. Using Documentation to Gain Parents' Trust
   What Is Documentation?
   Documentation as a Magnet for Parents
   A Project Emerges
   Robust Parent Involvement
   Panels as Planning for Curriculum
   Conclusion: Documentation—A System for Listening

Chapter 4. An Open Flow Day
   Essential Features of an Open Flow Day
   How Open Flow Looks
   Moving Toward Open Flow
   Conclusion: Differently Organized Days

Chapter 5. The Environment Is the Curriculum
   When Design Fails to Support Children
   Exemplary Features of Reggio Classrooms
   Thinking About Design
   Developing an Aesthetic Sense
   Designing or Redesigning a Classroom
   Conclusion: A New Take on Environment

Chapter 6. The Art of Meaning-Full Conversation
   Defining Conversation
   Holding Focused Conversations
   Conversation Punctuates a Project
   Techniques in the Conversation Tool Kit
   The Impact of Focused Conversation
   Conclusion: Conversing Toward Literacy

Chapter 7. Intentional Teaching
   What Is Intention?
   Intention in Reggio Teachers
   Conclusion: The Teacher’s Roles in Action

Chapter 8. Materials and Human Development
   The "Languages" of Materials
   Materials and Brain Development
   "Framing" and the Brain's Attention Systems
   Triggering Visualization and Imagination
   Conclusion: The Romance of Materials

Chapter 9. Materials and Relationships
   Why Materials Matter
   Finding Good Materials
   Asking Families to Help
   Materials and Cognition
   Conclusion: Finding Relationships

Chapter 10. Documentation
   Walls as Curriculum
   Documentation of an Experience
   Walls That Encourage Mindful Activity
   Documentation at Work
   Using Documentation Reflectively
   Conclusion: Walls That Intrigue Parents

Chapter 11. Assessing Children’s Progress
   Evaluation
   Assessment
   Authentic Assessment
   Roadblocks to Authentic Assessment
   Reconciling Authentic Assessment and Standardized Testing
   Effectiveness of Authentic Assessment
   Conclusion: "Proof" Is Not Attainable

Chapter 12. Significant Project Work
   An MELC Story
   A Reggio Story
   The Contrast
   Conclusion: Bucking Cultural Imperatives

Chapter 13. EXCEL
   Understanding the Acronym EXCEL
   Putting EXCEL to Work
   Using EXCEL to Rate Yourself
   Conclusion: Best Practices and Significant Work

Glossary

References

Index

About the Author