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References

Aesthetic [Def. 1]. (n. d.). Oxford Dictionaries Online. In Oxford Dictionaries. Retrieved January 18, 2016 from http://www.oxforddictionaries.com/definition/english/aesthetic

 

Bowden, S. (2005). Literacy all the livelong day: A picture portfolio of kindergarten teaching and learning. Language Arts, 82, 278-285.

 

Curtis, D., & Carter, M. (2003). Designs for living and learning. St. Paul, MN: Redleaf Press. 

 

Flannery, M. (1977). The aesthetic behavior of children. Art Education, 30(1), 18-23. 

 

Fraser, S. (2012). Authentic childhood: Experiencing Reggio Emilia in the classroom (3rd ed.). Toronto, ON: Nelson Education.

 

Giles, R. M. & Tunks, K. W. (2010). Children write their world: Environmental print as a teaching tool. Dimensions of Early Childhood, 38(3), 23-30. 

 

Hewett, V. M. (2001). Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29(2), 95-100. 

 

Horner, S. L. (2005). Categories of environmental print: All logos are not created equal. Early Childhood Education Journal, 33(2), 113-119. 

 

Kang, J. (2007). How many languages can Reggio children speak? Many more than a hundred. Gifted Child Today, 30(3), 45-65.

 

Kuby, P., & Aldridge, J. (2004). The impact of environmental print instruction on early reading ability. Journal of Instructional Psychology, 31(2), 106-114.

 

Lewin-Benham, A. (2011). Twelve best practices for early childhood education: Integrating Reggio and other inspired approaches. New York, N. Y.: Teachers College Press.

 

Louden, W. & Hunter, J. (1999). One hundred children: Baseline assessment of literacy in the early years of education. Journal of Research in Reading, 22, 89-94. 

 

Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9-17.

 

Malaguzzi, L. (1998). No way. The hundred is there. In C. Edwards, L. Gandini, & G. Forman (2nd ed.), The hundred languages of children: The Reggio Emilia approach - Advanced reflections. (2-3). Norwood, N. J.: Ablex Publishing Corporation.

 

Mills, K. (2010). The multiliteracies classroom. Bristol, United Kingdom: Multilingual Matters.

 

Neuman, S. B. & Roskos, K. (2005). Whatever happened to developmentally appropriate practice in early literacy? Young Children. Retrieved from: https://www.naeyc.org/files/ yc/file/200507/02Neuman.pdf.

 

Neumann, M., Hood, M., Ford, R., & Neumann, D. (2012). The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 12, 231-258.

 

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

 

Rinaldi, C. (2005). In dialogue with Reggio Emilia: Listening, researching and learning. New York, N. Y.: Routledge. 

 

Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art educators can learn from Reggio Emilia. Art Education, 54(3), 33-39.

 

Wellhousen, K. & Giles, R. (2005). Building literacy opportunities into children’s block play: What every teacher should know. Childhood Education, 82(2), 74-78. 

 

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