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Abstract

Bevacqua offers two anecdotes from her teaching career that illustrate young children testing the limits of classroom rules and exploring their autonomy and agency. She reflects on her career as a progressive teacher who works to redefine traditional power relations in the classroom by supporting the children’s investigation of community rules and codes of appropriate behavior.

Author Biography

Stephanie Bevacqua teaches kindergarten at the Early Childhood Development Center, the University of Notre Dame. A former graduate student at Bank Street College and teacher at the School for Children, Stephanie is committed to sharing the developmental-interaction approach with her colleagues and students in South Bend, Indiana.

 

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