This article shares four dialogues with Vivian Gussin Paley to show how the author embarked on a journey of “writing, thinking, and teaching” with Mrs. Paley. Their journey started with the author sharing stories about students in her classroom through written correspondence with Mrs. Paley. In the process of writing and thinking, the author developed her own realizations about why children play, why they create stories, why storytelling/story acting is such an important method to help children explore and learn together, and how important it is for children to tell the stories they wish to tell when there’s no reason to stop them. Mrs. Paley’s replies inspired the author, and their dialogue motivated the author to explore further. In conclusion, the author reveals how this process of writing and thinking about these anecdotes and the like with Mrs. Paley positively affected her teaching.
{"title":"“Writing, Thinking, and Teaching”","authors":"Yu-Ching Huang","doi":"10.1086/716621","DOIUrl":"https://doi.org/10.1086/716621","url":null,"abstract":"This article shares four dialogues with Vivian Gussin Paley to show how the author embarked on a journey of “writing, thinking, and teaching” with Mrs. Paley. Their journey started with the author sharing stories about students in her classroom through written correspondence with Mrs. Paley. In the process of writing and thinking, the author developed her own realizations about why children play, why they create stories, why storytelling/story acting is such an important method to help children explore and learn together, and how important it is for children to tell the stories they wish to tell when there’s no reason to stop them. Mrs. Paley’s replies inspired the author, and their dialogue motivated the author to explore further. In conclusion, the author reveals how this process of writing and thinking about these anecdotes and the like with Mrs. Paley positively affected her teaching.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" 35","pages":"244 - 259"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41253306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vivian Gussin Paley is a teacher, writer, lecturer, and advocate for the importance of play for young children. Author of a dozen books about children learning through play, she has received numerous honors and awards including an Erickson Institute Award for Service to Children, a MacArthur Foundation Fellows award, and a JohnDewey Society’s Outstanding Achievement Award. Paley taught early-childhood classes for thirty-seven years—chiefly at the University of Chicago Laboratory Schools—and in her books she describes and reflects on her own learning experiences shared with thousands of students. Her writings focus primarily on three major areas of concern she sees in children: fantasy, friendship, and fairness. Paley learned early the value of observing and listening to children, recording and studying what they said and did in her classroom, and using what she discovered to improve her teaching and children’s lives. In all of this, Paley has been a gatherer and teller of stories, and she remains so in this interview and in her continuing work as a sought-after speaker and consultant. Her latest book, forthcoming in 2010, is The Boy on the Beach: Building Community through Play.
{"title":"The Importance of Fantasy, Fairness, and Friendship in Children’s Play","authors":"V. Paley","doi":"10.1086/716604","DOIUrl":"https://doi.org/10.1086/716604","url":null,"abstract":"Vivian Gussin Paley is a teacher, writer, lecturer, and advocate for the importance of play for young children. Author of a dozen books about children learning through play, she has received numerous honors and awards including an Erickson Institute Award for Service to Children, a MacArthur Foundation Fellows award, and a JohnDewey Society’s Outstanding Achievement Award. Paley taught early-childhood classes for thirty-seven years—chiefly at the University of Chicago Laboratory Schools—and in her books she describes and reflects on her own learning experiences shared with thousands of students. Her writings focus primarily on three major areas of concern she sees in children: fantasy, friendship, and fairness. Paley learned early the value of observing and listening to children, recording and studying what they said and did in her classroom, and using what she discovered to improve her teaching and children’s lives. In all of this, Paley has been a gatherer and teller of stories, and she remains so in this interview and in her continuing work as a sought-after speaker and consultant. Her latest book, forthcoming in 2010, is The Boy on the Beach: Building Community through Play.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"168 - 185"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46641708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cara E. Furman and Cecelia E. Traugh. Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. New York: Teachers College Press, 2021. 216 pp. $105.00 (cloth); $34.95 (paper).","authors":"Stephane Barile","doi":"10.1086/716630","DOIUrl":"https://doi.org/10.1086/716630","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46682764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides an opportunity to listen to a master teacher describe the achievements that go into having a good day in school with kindergarten children. It can look deceptively easy to achieve. We visit Vivian Gussin Paley’s classroom, listen as she describes her goals, and get a glimpse of how she strives to achieve them. We then witness a novice student teacher, the author, attempt to learn to teach and then, in later years, help a struggling kindergarten teacher learn to have a good day with her children. We experience just how complex the skills are for having a good day in school. Shortly before she died, Mrs. Paley talked about four words that she felt she had not made clear to herself and others that provide the key to having a good day: That reminds me of … This article explores how these four words on the part of a teacher open the way to having a good day with children, and in thinking about teaching.
{"title":"Having a Good Day in School","authors":"G. McNamee","doi":"10.1086/716607","DOIUrl":"https://doi.org/10.1086/716607","url":null,"abstract":"This article provides an opportunity to listen to a master teacher describe the achievements that go into having a good day in school with kindergarten children. It can look deceptively easy to achieve. We visit Vivian Gussin Paley’s classroom, listen as she describes her goals, and get a glimpse of how she strives to achieve them. We then witness a novice student teacher, the author, attempt to learn to teach and then, in later years, help a struggling kindergarten teacher learn to have a good day with her children. We experience just how complex the skills are for having a good day in school. Shortly before she died, Mrs. Paley talked about four words that she felt she had not made clear to herself and others that provide the key to having a good day: That reminds me of … This article explores how these four words on the part of a teacher open the way to having a good day with children, and in thinking about teaching.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"199 - 217"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This reflection seeks to explore the role that power plays both in schooling and in research, specifically through the use of action research. The authors began this process in informal conversations reflecting on their personal experience with action research methods. Qualitative methods were then used with the authors using semistructured interviews to collect data and an inductive-interpretive approach to analyze said data. In the analysis, it became clear that the use of action research helped disrupt traditional power structures within teacher preparation programs, in K–12 schools, in higher education, and in research itself.
{"title":"Power in Schooling and Research","authors":"Kathlyn Elliott, Grinell Smith, Heather Lattimer","doi":"10.1086/716628","DOIUrl":"https://doi.org/10.1086/716628","url":null,"abstract":"This reflection seeks to explore the role that power plays both in schooling and in research, specifically through the use of action research. The authors began this process in informal conversations reflecting on their personal experience with action research methods. Qualitative methods were then used with the authors using semistructured interviews to collect data and an inductive-interpretive approach to analyze said data. In the analysis, it became clear that the use of action research helped disrupt traditional power structures within teacher preparation programs, in K–12 schools, in higher education, and in research itself.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"324 - 346"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this essay is to propose a manifesto of young children’s rights in the early childhood classroom based on Vivian Paley’s many formal classroom investigations into children’s thinking, learning, and social emotional development. Analysis establishes, first, Paley’s license to speak for young children by positioning her in the only role to which she lays claim—schoolteacher. The distinguishing characteristic of Paley’s teaching and writing, her psychological orientation towards children and teaching, is considered next as the foundation for her work in children’s fantasy play, storytelling, and story acting. A focus on the social life of the classroom follows next, notably around the issue of differences among children and the sanctioned exclusion of some from play, friendship, and even teacher attention. Finally, the proposed manifesto encapsulates six rights of young children in school, from the curricular to the psychological, as a manifesto emblematic of Paley’s belief in teaching as a moral act.
{"title":"Teaching as a Moral Act","authors":"Patricia M. Cooper","doi":"10.1086/716626","DOIUrl":"https://doi.org/10.1086/716626","url":null,"abstract":"The purpose of this essay is to propose a manifesto of young children’s rights in the early childhood classroom based on Vivian Paley’s many formal classroom investigations into children’s thinking, learning, and social emotional development. Analysis establishes, first, Paley’s license to speak for young children by positioning her in the only role to which she lays claim—schoolteacher. The distinguishing characteristic of Paley’s teaching and writing, her psychological orientation towards children and teaching, is considered next as the foundation for her work in children’s fantasy play, storytelling, and story acting. A focus on the social life of the classroom follows next, notably around the issue of differences among children and the sanctioned exclusion of some from play, friendship, and even teacher attention. Finally, the proposed manifesto encapsulates six rights of young children in school, from the curricular to the psychological, as a manifesto emblematic of Paley’s belief in teaching as a moral act.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"285 - 300"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46515301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is a personal memoir of how Vivian Gussin Paley deepened a veteran teacher’s understanding of how young children learn through play. With careful observation of children at fantasy play, intentional listening, and dictation, Paley enhanced and sharpened appreciation of how children relate to their surroundings and build skills for social interaction, critical thinking, and conflict resolution. The article is divided into two parts. Part one is a brief review of Paley’s advocacy of classroom equity, inclusion of the “outsider,” and the primacy of storytelling and story acting. Part two is an illustration of Paley’s teaching methodology based on the author’s encounter with her five-year-old Israeli granddaughter.
{"title":"The Continuing Development of a Veteran Teacher","authors":"C. Gorsetman","doi":"10.1086/716625","DOIUrl":"https://doi.org/10.1086/716625","url":null,"abstract":"This article is a personal memoir of how Vivian Gussin Paley deepened a veteran teacher’s understanding of how young children learn through play. With careful observation of children at fantasy play, intentional listening, and dictation, Paley enhanced and sharpened appreciation of how children relate to their surroundings and build skills for social interaction, critical thinking, and conflict resolution. The article is divided into two parts. Part one is a brief review of Paley’s advocacy of classroom equity, inclusion of the “outsider,” and the primacy of storytelling and story acting. Part two is an illustration of Paley’s teaching methodology based on the author’s encounter with her five-year-old Israeli granddaughter.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"273 - 284"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42908936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"From “The Importance of Fantasy, Fairness, and Friendship in Children’s Play,” American Journal of Play Interview with Vivian Gussin Paley (2009)","authors":"","doi":"10.1086/716632","DOIUrl":"https://doi.org/10.1086/716632","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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