Introduction 

For the spring of 2016, the International Journal of the Whole Child (IJWC) editorial team proudly 

announces publication of the first volume of the journal. Typically, IJWC includes the 

Introduction, three manuscripts, Pictures for Reflection, and the Spotlight on Real-World Practice. 

The Introduction section provides a summary of the articles and underscores the relationship to 

the whole child perspective; the main content includes three original manuscripts with relevance 

for children birth through the adolescent years; Pictures for Reflection provides for readers a 

photograph, illustration, or graphic that, in a single moment, captures the learning of the whole 

child; and finally, the fourth component, Spotlight on Real-World Practice, demonstrates how 

practitioners make daily contributions to the lives of children; they appreciate children are diverse, 

unique, and holistic learners.  

In this issue, three authors describe the importance of “messing-about”, listening, and advocating 

on behalf of children. 

 In the first article, “Playing Around in Science: How Self-Directed Inquiry Benefits the Whole 

Child”, Brian Stone describes the integral connections among inquiry thinking, children’s choice, 

and play behaviors. Assuming a constructivist perspective, his discussion, strategies, and 

arguments for holistic learning are relevant for children of all ages. Stone describes the importance 

of providing children with opportunities, time, and materials to explore science content in a self-

directed manner. He argues that through play and messing-about, children develop higher-level 

understandings, and demonstrate more sophisticated approaches to science.  The author discusses 

existing research supporting the academic benefits of self-directed or authentic scientific inquiry. 

Inquiry refers to questioning that belongs to the individual.  He goes on to describe how, in adults 

seeking to promote inquiry, they often overlook an aspect of children’s distinctive ownership. This 

is play.   

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Through play, children learn to think creatively, plan divergently, and solve problems 

innovatively.  They develop a unique scientific identity. But, within an understanding of the whole 

child, Stone is quick to point out that play in science extends far beyond promoting academic 

understandings.  He argues when a child engages in play activities, while simultaneously 

undertaking inquiry processes, the child can also choose to participate in social/collaborative 

scientific endeavors.  Additionally, emotional development and connections can also be made 

when children play around with science content.  Finally, since play activities typically involve 

movement, children are actively occupied in physical representations that can also make concepts 

concrete for their better understanding.  With respect to nurturing the whole child, play in science 

promotes comprehension, but it also provides opportunities for children to become socially, 

physically, emotionally, and even culturally involved.   

In the second article, “Conversations in an 8th-Grade ELA Classroom: Spaces Where Young 

Adolescents Can Construct Identities,” the author, Kathleen Reeb-Reascos, discusses how, since 

the mandates of No Child Left Behind and the subsequent integration of the Common Core State 

Standards, an era of accountability and high-stakes testing, have led teachers to a deficit-based 

approach to children’s learning. Instead of highlighting logical reasoning, critical thinking, 

expressing creativity, synthesizing text, analyzing information, posing and solving problems, 

communicating, collaborating and reflecting, this prescriptive approach targets basic skills of 

reading comprehension and technical writing composition. Consequently, children’s learning 

experiences lack in creativity, meaning, and empowerment. When instruction is superficial, 

students disengage. For the adolescent, it is critical the child reconciles his or her self-identity.  

Using discourse analysis, Reeb-Reascos demonstrated how when students join together over a 

compelling literary text, they use this discursive space to transform into a practice in identity 

construction. She argues that the young adolescents’ scaffolded discussion and the substance of 

literary text facilitated the adoption and rejection of new facets of identity. The lesson became a 

means to explore identity in historical, generational and individual contexts. This led to the 

creation of students’ understanding of new discourses. Students gained a deeper awareness of 

society, justice, and their positions in relation to each. 

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L. Kathryn Sharp, in the third article, “Examining the Precepts of Early Childhood Education: 

The Basics or the Essence?” provides readers with a theoretical framework for holistic teaching 

and learning. This discussion encourages early childhood educators and the related professional 

development and research communities to become the leading voices in determining the 

direction of early childhood education. In advocating on behalf of targeting the whole child, 

Sharp revisits fundamental aspects of what is meant by early childhood education. Using the four 

precepts identified by Jalongo and Isenberg (2008), Sharp offers a conceptual and philosophical 

starting point for creating learning experiences targeting the whole child. These precepts include: 

Precept 1: Young children need special nurturing, Precept 2: Young children are the future of 

society, Precept 3: Young children are worthy of study, and Precept 4: Young children’s potential 

should be optimized. 

Sharp’s discussion examines the nature of these precepts and the potential each of these may play 

in responding to teacher recruitment, quality, and retention, and the role in fulfilling the anticipated 

promise of universally implemented early childhood education standards. She provides readers 

with specific language and strategies to build and justify holistic practices for young children. She 

identifies a clear and concise roadmap toward supporting the learning and development of the 

whole child. Finally, she describes ways in which teachers of all ages may promote children’s 

social, emotional, physical, as well as intellectual learning and development.  

Pictures for Reflection 

In order to promote the learning of the whole child, children, of all ages, must experience a range 

of opportunities and continue to challenge and test themselves. In particular, the out-of-doors 

provides learning events not possible in the indoors.  It is important for children to run, slide, feel 

wet, race with the wind, and embrace the joy of genuine ownership.   

Spotlight on Real-World Practice 

In “Puddle Ponderings,” Cris Lozon provides practitioners with the extraordinary potential for 

using a puddle for children’s deeper and more reflective learning.   

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