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What's New

Faculty Focus Group on New Prospect Collection

Published: February 09, 2011 by Robin M. Katz

Faculty Focus Group

On the new Prospect Archive of Children's Work and related research fellowships.

Friday, February 18, 2011
3:00 PM - Waterman 455

Light refreshments will be served. Please RSVP to cdi@uvm.edu.

We'd like to hear your ideas for its application in teaching and research.
Participants may want to read these short pieces on the collection's Methodology page:

  • “A Letter to Parents and Teachers on Some Ways of Looking at and Reflecting on Children” by Patricia F. Carini, pp 13 – 19
  • “Collecting and Describing Children’s Works at Prospect” by Patricia F. Carini, pp 27 - 29

New Online Resource

The UVM Libraries' Center for Digital Initiatives is pleased to announce the launch of the Prospect Archive of Children's Work. This unique collection offers a longitudinal look at the art and writing of nine children, as well as teacher records and information on Prospect's unique methodology. It is now available online at http://cdi.uvm.edu.

Upcoming Fellowship Opportunities

Beginning in 2012, the Prospect School and Center for Education and Research Fund will support two research fellowship initiatives that are designed to encourage faculty, independent researchers, students, classroom teachers, principals, administrators, and other community members active in school affairs to benefit from the Prospect School and Center for Education and Research Archives located at the University of Vermont Libraries Special Collections department.

About Prospect

The Prospect School (1965-1991), deeply influenced by the philosophy of John Dewey, and in particular his commitment to the agency for the learner and his conviction that the desire for learning is inherent in every person, enrolled children from all walks of life, from age 4 through 14, with tuition waived or adjusted according to need.

The Prospect Center (1979-2010), under the leadership of co-founder Patricia Carini, developed a disciplined, collaborative method for understanding children as thinkers and learners called the descriptive review of the child. The descriptive review is a mode of inquiry that draws on the rich, detailed knowledge teachers and parents have of children and on their ability to describe those children in full and balanced ways, so that they become visible as complex persons with particular strengths, interests, and capacities.