Acknowledgments |
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xi | |
About the Author |
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xiv | |
Introduction to Empowering Young Children |
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1 | (10) |
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Respecting Children's Unique Perspectives |
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2 | (1) |
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3 | (2) |
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What Is the Point of School? |
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5 | (2) |
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Why Kids Need to Enact Social Justice |
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7 | (1) |
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A Great Moment for Bold Imagination |
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8 | (3) |
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1 Empowering Young Children to Be Social and Collaborative: How to Nourish Empathy, Understanding and Valuing Others |
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11 | (22) |
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Evolutionary and Developmental History of Collaboration |
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12 | (1) |
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Synchrony: The Beginning of Empathy |
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12 | (3) |
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How Collaboration Facilitates and Deepens Learning |
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15 | (1) |
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Learning by Joining Communities |
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15 | (1) |
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Solving Problems Together in "The Zone" |
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15 | (4) |
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Collaboration Nourishes Social Justice via Empathy, Understanding and Valuing Others |
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19 | (3) |
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Sample Nourishment of Empathy, Understanding and Valuing Others |
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22 | (4) |
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26 | (7) |
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2 Empowering Young Children to Be Playful and Joyful: How to Nourish Flexibility, Sharing Power and Handling the Unpredictable |
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33 | (20) |
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Evolutionary and Developmental History of Play |
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34 | (1) |
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How Play Facilitates and Deepens Learning |
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35 | (2) |
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Play Enhances Social Skills: A Pathway to Social Justice |
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37 | (2) |
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39 | (3) |
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42 | (2) |
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How Playfulness and Joy Inspire Social Justice |
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44 | (2) |
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Sample Nourishment of Joyful Flexibility, Sharing Power and Handling the Unpredictable |
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46 | (2) |
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48 | (5) |
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3 Empowering Young Children to Be Curious Inquirers: How to Nourish Experimentation and Innovation |
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53 | (20) |
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Evolutionary and Developmental History of Inquiry |
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54 | (1) |
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How Inquiry Facilitates and Deepens Learning: Curiosity and Questions |
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55 | (5) |
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Outcomes of Curiosity: Divergent Thinking and Creativity |
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60 | (2) |
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How Curiosity Inspires Social Justice |
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62 | (4) |
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Sample Nourishment of Experimentation and Innovation |
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66 | (2) |
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68 | (5) |
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4 Empowering Young Children for Autonomy and Agency: How to Nourish Freedom, Self-Determination and Confidence |
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73 | (17) |
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Evolutionary and Developmental History of Autonomy and Agency |
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74 | (2) |
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How Autonomy Facilitates and Deepens Learning |
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76 | (3) |
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Harms of Surveillance (and Even Praise) |
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79 | (2) |
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How Autonomy Nourishes Freedom, Self-Determination and Confidence |
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81 | (1) |
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82 | (1) |
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Sample Nourishment of Freedom, Self-Determination and Confidence |
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83 | (2) |
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85 | (5) |
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5 Empowering Young Children to Take Their Time: How to Nourish Patience, Presence and Comfort with Discomfort |
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90 | (22) |
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Evolutionary and Developmental History of Time in Childhood |
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91 | (1) |
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How Time Facilitates and Deepens Learning |
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92 | (1) |
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The Faster Equals Better Myth |
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93 | (2) |
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Too Much, Too Soon in School |
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95 | (1) |
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Unstructured Time for Learning |
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96 | (2) |
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Pausing, Incubation and Problem Solving |
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98 | (3) |
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How Time Nourishes Social Justice |
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101 | (3) |
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Sample Nourishment of Patience, Presence and Comfort with Discomfort |
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104 | (2) |
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106 | (6) |
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6 Empowering Young Children for Dynamic Movement in Nature: How to Nourish Embodiment and Ecological Attunement |
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112 | (21) |
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Evolutionary and Developmental History of Moving, Embodied Learning |
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113 | (1) |
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How Movement Facilitates Deep Learning |
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113 | (1) |
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Teaching for Embodied Cognition |
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114 | (2) |
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Complex Thinking and Spontaneous Movement |
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116 | (2) |
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118 | (1) |
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119 | (1) |
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120 | (3) |
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How Dynamic Outdoor Learning Nourishes Social Justice |
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123 | (1) |
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Sample Nourishment of Embodied, Ecologically Attuned, Outdoor Learning |
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124 | (4) |
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128 | (5) |
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7 Empowering Young Children to Value All Voices, Practice Dialogue: How to Nourish Active, Deep Listening and Critical Thinking |
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133 | |
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Evolutionary and Developmental History of Dialogue |
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134 | (1) |
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How Dialogue Facilitates and Deepens Learning |
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135 | (1) |
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Children Ask the Most and the Best Questions |
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136 | (2) |
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In the Present, Real-Time |
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138 | (1) |
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Active and Deep Listening |
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139 | (1) |
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How Dialogue Nourishes Social Justice |
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140 | (1) |
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Children Need to Be Empowered in Education |
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141 | (1) |
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How Dialogue Nourishes Multiple Perspective-Taking |
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142 | (2) |
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Talking and Thinking Together |
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144 | (2) |
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How to Implement Dialogue with Young Children |
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146 | (1) |
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147 | (4) |
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151 | (1) |
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152 | (2) |
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154 | (1) |
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Final Thoughts: Nourishing Virtuous Citizens, Leaders and Changemakers |
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155 | |