No child left behind

Reggio‐inspired professional development in a diverse urban public school: cases of what is possible

“…Such professional development is not the norm in most schools, especially preschools, and especially in urban districts in the United States where rigid schedules, teacher turnover, and the difficulty of finding substitutes for teachers engaged in collaboration that takes them out of the classroom are challenges. Such challenges are particularly acute in urban public schools caught up in boosting literacy as narrowly defined by standardized tests (Whitfield 2005). As Seidel (2008) notes, the only forms of school accountability carrying any currency at the beginning of the twenty-first century are psychometric and 'scientific' justifications for educational decision making.…”

Connecting with my inner child through vocal psychotherapy

“…It is considered the impressionable, vulnerable, usually hidden childlike part of a person. It is characterised by playfulness, spontaneity and creativity and is usually accompanied by anger, hurt and fear attributable to early childhood experiences where one may have been wounded by adult figures (Merriam-Webster, n.d.;Whitfield, 1986). Whether healthy or wounded, Firman and Russel (1994) argued that the inner child profoundly affects human beings' overall expressions of themselves in the world.…”