In this unique text, Dr. Brenda Jacobs brings together two important ideas that have become central to learning and development in education, demonstrating the core relationship between self-regulation and inquiry-based learning in primary classrooms.
The author compellingly shows that inquiry-based learning can empower children and is vital to becoming self-regulated learners. Drawing on real-life classroom examples, the volume outlines four key insights: that children learn self-regulation during inquiry-based learning in the same way they do during play; that teachers can use scaffolding strategies to support this development; that inquiry-based learning promotes the positive emotions essential for the development of social and emotional learning; and, finally, that during inquiry-based learning, children use oral language as a self-regulatory tool. These insights are applied to the four components of emergent curriculum—inquiry design, classroom environment, conversation, and documentation—to show how educators can help children become self-regulated learners. Considering how COVID-19 has exacerbated children’s social, emotional, behavioural, physical, and mental health problems, this timely volume also provides guidance about how to do inquiry-based learning in virtual classrooms.
Concise and practical, Self-Regulation and Inquiry-Based Learning in the Primary Classroom is an invaluable foundational text for students in Education and Early Childhood Education and for pre-service and in-service teachers alike.
FEATURES
rich in pedagogical tools, including chapter summaries, engaging reflective questions, and recommended resources
ideas presented have broad application beyond the primary classroom and can be utilized by educators as a tool to foster reflective practice and strengthen the strategies in their own self-regulation toolbox
Chapter Two: Emergent Curriculum and Inquiry-Based Learning
Chapter Three: Self-Regulation and Inquiry Design
Chapter Four: Self-Regulation and the Design of the Environment
Chapter Five: Self-Regulation and Conversation
Chapter Six: Self-Regulation and Documentation
Chapter Seven: Conclusion and Future Directions
Epilogue: Inquiry-Based Learning in an Online Primary Classroom
References
Index
Biography
Dr. Brenda Jacobs is a professor in the Faculty of Education at Ontario Tech University and is a member of the Ontario College of Teachers and the College of Early Childhood Educators. Brenda has taught elementary school-aged children in Toronto, Vancouver, and Oxford, England. She attends and participates in presentations and workshops held throughout Canada and internationally.
“It has become increasingly important for educators to be considering self-regulation in today’s unpredictable classrooms—for both children as well as themselves. As such, this book will make a valuable contribution. An interesting and relevant read for today’s early childhood classroom.”
—Pamela Malins, Faculty of Education, University of New Brunswick
“This book serves as a strong reminder of the importance of building learning through conversations, including how it can increase motivation and self-regulation through demonstrated inquiry-based examples. The technology enhanced platforms provide a necessary feature for today’s early years educators and curriculum specialists.”
—Dr. Jacqueline Lynch, Florida International University, Associate Professor, Teaching and Learning
“Learning to reframe misbehaviour as stress behaviour can be a game-changer for educators. But what about children’s learning? In this book, Jacobs presents a compelling argument for the natural connection between developing self-regulation competencies and inquiry-based learning. Educators will be delighted to discover the path forward is painted with clear structure and strategies, stories, and a celebration of inquiry-minded educators for the difference they make in the lives of children.”
—Dr. Susan Hopkins, Executive Director of Dr. Stuart Shanker’s Self-Reg organization
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