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Meet the three members of the Co-Inquiry Journal Editorial Board Carolyn Pope Edwards holds joint appointments as Willa Cather Professor in the Departments of Psychology and Family and Consumer Sciences at the University of Nebraska, Lincoln. She earned her Ed.D. (1974, Human Development) and B.A. (1969, Anthropology) from Harvard University. Dr. Edwards is author or editor of Moral Development (University of Nebraska Press, 2005); Ngecha: A Kenyan Village in a Time of Rapid Social Change (University of Nebraska Press, 2004); Bambini: The Italian Approach to Infant and Toddler Caregiving (Teachers College Press, 2002); The Hundred Languages of Children: The Reggio Emilia Approach (Ablex, 1993; 1998); and Children of Different Worlds: The Emergence of Social Behavior (Harvard University Press, 1988). She has written articles and chapters about early childhood education in Reggio Emilia and Pistoia, Italy, multi-cultural education, and the cultural, social, and emotional contexts of infant and child development. Dr. Edwards also engages in training and consultation concerning the high quality, family-focused, public childcare programs of Italy and their application to American contexts. Earlier issues are moving to www.signs4action.com. Brenda Fyfe is Dean of the School of Education at Webster University in St. Louis, Missouri. She has been a professor of early childhood education there since 1982. She earned her Ed.D. from Southern Illinois University (1982, Education), M.S. Quincy University (1972), and B.S. from University of Illinois (1971).Dr. Fyfe has authored and co-authored several journal articles and chapters of books on the Reggio Emilia approach to early education: "Negotiated Learning through Documentation, Discourse and Design" (The Hundred Languages of Children, 1998); and "Thinking with Parents about Learning" (Next Steps Toward Teaching the Reggio Way, 2003). Her writing, speaking and consulting on topics have included “The Relationship between Documentation and Assessment in the American Context" (Innovations, Winter 2004).Dr. Fyfe's work is grounded in her ongoing dialogue with educators from Reggio Emilia, Italy and extensive collaboration and action research with teachers from the St. Louis – Reggio Collaborative. Dr. Fyfe also serves on the board of the Association for Constructivist Teaching, a national organization dedicated to fostering teacher development based on principles of constructivist teaching. She has also served on the board of the National Association of Early Childhood Teacher Educators. Rebecca S. New is an Associate Professor of Child Development and Early Childhood Education at the Eliot-Pearson Department of Child Development at Tufts University. She earned her Ed.D. from Harvard University (1984, Comparative Child Development), M.Ed from University of Florida (1972, Early Childhood Education), and B.S. from Florida State University. Dr. New is the author or editor of Diversity and Developmentally Appropriate Practices (co-edited with Bruce Mallory, Teachers College Press, 1994); The Anthropology of Child Development (with Robert LeVine, Blackwell, in press) and a four-volume Early Childhood Education: International Encyclopedia (Greenwood; co-edited with Mon Cochran, in press). She has written numerous articles and chapters. Her research centers on cultural interpretations of early care and education, Italian early childhood education—and in particular Reggio Emilia’s municipal early childhood program. Dr. New serves on the editorial boards of Early Childhood Research & Practice, Journal of Early Childhood Research, and International Journal of Early Years Education, and is past-president of AERA’s Special Interest Group on Child Development/ Early Education. She consults with Head Start and other early childhood settings. Return to the Main Index of Issues Questions or comments? Please send us your feedback.

Meet the three members of the Co-Inquiry Journal Editorial Board

Carolyn Pope Edwards holds joint appointments as Willa Cather Professor in the Departments of Psychology and Family and Consumer Sciences at the University of Nebraska, Lincoln.

She earned her Ed.D. (1974, Human Development) and B.A. (1969, Anthropology) from Harvard University.

Dr. Edwards is author or editor of Moral Development (University of Nebraska Press, 2005); Ngecha: A Kenyan Village in a Time of Rapid Social Change (University of Nebraska Press, 2004); Bambini: The Italian Approach to Infant and Toddler Caregiving (Teachers College Press, 2002); The Hundred Languages of Children: The Reggio Emilia Approach (Ablex, 1993; 1998); and Children of Different Worlds: The Emergence of Social Behavior (Harvard University Press, 1988).

She has written articles and chapters about early childhood education in Reggio Emilia and Pistoia, Italy, multi-cultural education, and the cultural, social, and emotional contexts of infant and child development.

Dr. Edwards also engages in training and consultation concerning the high quality, family-focused, public childcare programs of Italy and their application to American contexts.

Earlier issues are moving to www.signs4action.com.

Brenda Fyfe is Dean of the School of Education at Webster University in St. Louis, Missouri. She has been a professor of early childhood education there since 1982. She earned her Ed.D. from Southern Illinois University (1982, Education), M.S. Quincy University (1972), and B.S. from University of Illinois (1971).Dr. Fyfe has authored and co-authored several journal articles and chapters of books on the Reggio Emilia approach to early education: "Negotiated Learning through Documentation, Discourse and Design" (The Hundred Languages of Children, 1998); and "Thinking with Parents about Learning" (Next Steps Toward Teaching the Reggio Way, 2003). Her writing, speaking and consulting on topics have included “The Relationship between Documentation and Assessment in the American Context" (Innovations, Winter 2004).Dr. Fyfe's work is grounded in her ongoing dialogue with educators from Reggio Emilia, Italy and extensive collaboration and action research with teachers from the St. Louis – Reggio Collaborative.

Dr. Fyfe also serves on the board of the Association for Constructivist Teaching, a national organization dedicated to fostering teacher development based on principles of constructivist teaching. She has also served on the board of the National Association of Early Childhood Teacher Educators.

Rebecca S. New is an Associate Professor of Child Development and Early Childhood Education at the Eliot-Pearson Department of Child Development at Tufts University.

She earned her Ed.D. from Harvard University (1984, Comparative Child Development), M.Ed from University of Florida (1972, Early Childhood Education), and B.S. from Florida State University.

Dr. New is the author or editor of Diversity and Developmentally Appropriate Practices (co-edited with Bruce Mallory, Teachers College Press, 1994); The Anthropology of Child Development (with Robert LeVine, Blackwell, in press) and a four-volume Early Childhood Education: International Encyclopedia (Greenwood; co-edited with Mon Cochran, in press). She has written numerous articles and chapters.

Her research centers on cultural interpretations of early care and education, Italian early childhood education—and in particular Reggio Emilia’s municipal early childhood program.

Dr. New serves on the editorial boards of Early Childhood Research & Practice, Journal of Early Childhood Research, and International Journal of Early Years Education, and is past-president of AERA’s Special Interest Group on Child Development/ Early Education. She consults with Head Start and other early childhood settings.

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