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The Hollingworth Center

Selected Publications

Intercultural reflective conversations

Intercultural reflective conversations

Dillon, A. & Pinedo-Burns, H. (In-press). Intercultural reflective conversations: Fulfilling the mission of laboratory schools in the UAE and US. IALS Journal.

Our conversations across the Atlantic came about through our joint connection with the International Association of Laboratory Schools (IALS), a spirit of collegiality, and a belief in the power of Communities of Practice. These reflective conversations have highlighted some of the strengths and opportunities for growth of our laboratory schools in context. What has become clear is that in order to be competitive and relevant as laboratory schools within the current academic landscape, we must keep the mission of our laboratory schools at the forefront of our minds and be ready to revisit this philosophy as a stimulus for reflection. This paper describes the context of our two learning centers and focuses on our mission statements in relation to the IALS core characteristics of laboratory schools which is guided by the model of Appreciative Inquiry in its broadest sense; particularly highlighting our strengths and aspirations (Lemmerman, Cardenas, Tschannen-Moran and Tschannen-Moran, 2007).  

Puffins, Butterflies, and Clouds in the Preschool:  The Importance of Wonder

Puffins, Butterflies, and Clouds in the Preschool: The Importance of Wonder

Pinedo-Burns H. (2015). Puffins, butterflies, and clouds in the preschool: The importance of wonder. In Iorio, J. M., & Parnell, W. (Eds.). Rethinking readiness in early childhood education: Implications for policy and practice. New York, NY: Palgrave Macmillan.

The discourse of readiness in early childhood leaves little room for wonder, yet it does not have to be this way. Methodologically a narrative inquiry, this conceptual chapter is written from the perspective of a preschool teacher/director at an urban, university-based lab preschool. This chapter focuses on three vital pedagogical stances teachers can take in order to re-establish wonder at the center of the realm of early childhood: 1) invite children’s sense of wonder; 2) listen to the wonderings of children; and 3) make room for wonder. In doing so, teachers assert the value of wonder to children, their parents, and educational leaders alike, recognizing the vital, yet less tangible foundational skills that wondering offers children: engagement, observation, exploration, and inquiry.

I have a voice, I have a story

I have a voice, I have a story

Pinedo-Burns, H. & Bentley, D. (In-press). “I have a voice. I have a story.” The artistic practice of practitioner research. In Iorio, J. M., & Parnell, W. (Eds.). Disrupting early childhood education research: Imagining new possibilities. New York, NY: Routledge Taylor and Francis Group.

This chapter explores the artistic practice of teacher researchers, examining the representations that are enabled through this often-silenced practitioner voice. Positioning ourselves as artists we challenge the limited notion of the teacher researcher as simply a reporter of facts from within the early childhood classroom, looking closely at the artistic practices inherent in representation (Richardson, 2005; Gallas, 1994; Paley, 1984).  We argue that the artistic practice of the teacher enables particular kinds of representations from within the classroom, including issues such as social justice, bias, mortality etc. (Richardson, 2005). 

Thinking Outside the Woods

Thinking Outside the Woods

Pinedo-Burns, H. (Under Review). Thinking outside the woods: Urban nature and inviting the wild into the city classroom. In Arreguin-Anderson, M., Kharod, D., & Sutterby, J. Eds. Advances in early education and daycare Volume 21.

The importance of and value in nature play has long been observed and recognized within early childhood education (Carson, 1998/1965; Cadwell, 1997; Wilson, 1995). This chapter explores the possibilities for and benefits of nature play in the urban classroom, using narrative inquiry (Chase, 2005; Richardson, 1997, 2000) as method. This chapter addresses three specific actions educators may take to support nature explorations in the urban classroom. First, educators can adopt a Nature Mindset: a sense of comfort with nature, and getting dirty in the classroom. Second, educators can actively create opportunities for nature study, exploration, & experience through specific provocations in the classroom. Finally, educators must be willing to think outside the woods when conceptualizing and enacting nature play in the urban classroom.