From Handprints to Hypotheses: Using the Project Approach with Toddlers and Twos (NONE) [Paperback] Wanerman, Todd

About the Author Todd Wanerman, MA, has been head teacher at The Little School in San Francisco for 19 years and spent ten of them also serving as the school's development coordinator. In addition to leading frequent workshops and consultations for parents and teachers around the Bay Area, he also lectures in early childhood education at San Francisco State University. He holds a master's degree in early childhood education from San Francisco State University, a bachelor's degree in American studies from the University of California at Santa Cruz, and studied early childhood education at Cabrillo College and City College of San Francisco. Todd has presented regularly at early childhood conferences, including CAEYC and NAEYC, ACEI, and the Government Service Agency Conference, for more than ten years. He has served as a consultant in many capacities related to early childhood education and as a non-profit preschool board chair. Todd helped produce and appeared in The Little School's 2004 teacher training film, Relationships: The Key to Teaching and Learning in the Early Years. He is the co-author of Including One, Including All: A Guide to Relationship Based Early Childhood Inclusion. Product Description Creativity, initiative, and inquiry are important in children’s early education. This book focuses on using the project approach with toddlers and two-year-olds—a teaching strategy that enables educators to guide children through in-depth studies of real world topics—to scaffold children’s very early learning. It provides information on creating sensory-based experiences that bring new perspectives and activities into the classroom. Review "This book is a must for teachers of very young children. Todd Wanerman easily weaves his theoretical understanding through the practical suggestions he offers to enrich young children's experience of art. These pages are full of insightful ideas for sensory exploration and art-making. Wanerman's twenty years of working with toddlers shows through his beautifully organized chapters. His approach makes the process of working with children's journeys from chaos to cohesion feel very doable. Yet he also embraces the complexity of thoughtful interaction between teacher and child. He demonstrates how to amplify the ideas that children bring to their work and play. Wanerman invites teachers to develop young children's sense of belonging to a community of learners where art is among the most satisfying and worthwhile of life experiences."--Sylvia C. Chard, PhD