Document Type

Article

Publication Date

5-2015

Journal Title

Teaching and Teacher Education

Volume

48

First Page

13

Last Page

21

Abstract

In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs. Improvisation is conceptualized as a responsive, partnered activity through which teachers and children generate meaning and knowledge together. In our analysis we show improvisation is taken up differently in two classrooms and how it variably provides opportunities for learning. Two cases from a professional development program designed to support culturally and developmentally appropriate early mathematics are used to demonstrate the possibilities improvisation creates in era of increasing standardization of curriculum.

Comments

© 2015. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/

The final published version of this article can be found here: http://www.sciencedirect.com/science/article/pii/S0742051X15000153.

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