Gandini, L. and Goldhaber, J. (2000). Two reflections about documentation. In L. Gandini & C.
   Edwards (Eds.), Bambini: The Italian approach to infant/toddler care (pp. 124–145). New   

   York, NY: Teachers College Press.

   An investigation that involved the children and teachers of an infant room and preschool at

   the UVM Campus Children Center is shared in this article to illustrate the role of

   documentation as a cycle of inquiry.

 

Goldhaber, J, (In press). Mistakes and Missteps are Welcome, Courage is Required: Exploring the

   Transaction between Theory and Practice. Innovations in Early Education: The International

   Reggio Exchange.

   This article includes documentation of a teacher research project that was carried out in one of

   the classrooms involved in RIVET's Landon Grant Pilot Project in Addison County, VT,

​​

Goldhaber, J. (2023). Let's read a book, let's dream a story. Innovations in Early Childhood

   Education: The International Reggio Emilia, 30(1), 47-54.

   The voices of VT children and teachers and their relationships with trees are showcased in this

   article.

​​

Goldhaber, J. (2022). Trees and Children in Relationship: Introduction to “Into the

   Woods”. Innovations in Early Childhood Education: The International Reggio Emilia

   Exchange, 29 (1), 34-35.

   An article written by Joann Harvey (See below: Harvey, 2022) about the experiences of

   groups of school-aged children in the woods of Vermont is the subject of this introduction..

​​​​​​​​

Goldhaber, J. (2020) Reflection on “‘How Did You Make That?’ – Coauthoring at the Writing

   Table”. Innovations in Early Childhood Education: The International Reggio Emilia Exchange

   27 (3), 20-21.

   This essay reflects on an article (see below: Olson, 2020) written by a Vermont early childhood

   educator that documents an interaction between two preschoolers who engage in an authentic

   and collaborative literacy exchange.

 

Goldhaber, J. (2010). Valuing children as citizens of their community and stewards of the natural
   world. Innovations in Early Education: The International Reggio Exchange, 17(2), 13–21.

   Documentation of young children's contributions to their VT communities and stewardship of the

   natural world are shared in this article.
​

Goldhaber, J. (2007). The development of an early childhood teacher research collaborative.

  Theory Into Practice. 47, 74-80.

​   Vermont early childhood educators' engagement in action research is shared in this article. ​

​

Goldhaber, J. (2002). A Vermont Experience in Collaborative Professional

   Development, Innovations in Early Childhood Education: The International Reggio Emilia    

   Exchange, 9(4),14-19.

   This artiicle introduces the story of RIVET. 

​​​​

Harvey, J. (2022). Into the woods. Innovations in Early Childhood Education: The International

   Reggio Emilia, 29 (1), 36-41.

   The author, a Vermont public school teacher, shares children's words and drawings from their

   encounters with the woods that are just outside their playground's borders.

​​

Olson, J. (2020). “How Did you Make That?” Coauthoring at the Writing Table. Innovations in

   Early Childhood Education: The International Reggio Emilia, 27(3), 23-30.

   A Vermont early childhood educator documents an interaction between two preschoolers who

   engage in an authentic and collaborative literacy exchange.

​
Smith, D., and Goldhaber, J. (2015). The woods as a toddler classroom: The emotional
    experience of challenge, connection, and caring. In S. Madrid, D. Fernie, & R. Kantor (Eds.),
   Reframing the emotional worlds of the early childhood classroom. New York, NY: Routledge.

   The authors share documentation of the experiences of a group of toddlers and their teachers

   who spend their summer days in a Vermont natural preserve.