Jane Tingle Broderick is professor of early childhood education at East Tennessee State University where she co-coordinates the early childhood PhD program and the early childhood education emergent inquiry certificate program. She has taught in early childhood for over twenty years. Her research focuses on emergent curriculum and Reggio-inspired practices. She has published articles and chapters on teacher development with emergent curricular practices, as well as documentation and the arts.
Jane is also a visual artist with a BFA from Pratt Institute. She exhibited widely in Massachusetts where she also won two state art fellowships. In her doctoral program at the University of Massachusetts she served as an atelierista and documentarian at the Reggio-inspired Early Childhood Laboratory School. She and her colleague Seong Bock Hong have been developing and working with the Cycle of Inquiry System (COI), a tool for teaching inservice and preservice teachers to plan and implement emergent curriculum, for several years in their teaching and research projects. They have previously presented their processes with teaching and researching using the COI at NAEYC conferences. Materials explorations are central to their COI research and practice.
Jane lives in Johnson City, Tennessee, with her husband who is a woodworker. They have two children who are both committed to working with the earth through sustainable landscaping and farming.
Seong Bock Hong is professor of early childhood education at the University of Michigan-Dearborn where she teaches graduate and undergraduate early childhood courses. She was the faculty director of the Early Childhood Education Center, which is a university lab school from 2012 to 2017, and has been the primary faculty curriculum and pedagogical leader in the early childhood teacher preparation program for 20 years. During her doctoral program at the university of Massachusetts, Amherst, she served as an interim director and documentarian at the Reggio-inspired and constructivist Early Childhood Laboratory School. Her research interests have focused on the exploration and development of Reggio Emilia-inspired educational systems and tools such as the Cycle of Inquiry System (COI) that guide pedagogical documentation practices in emergent curriculum planning approaches to early childhood education. She has published articles and chapters on teacher development, Reggio Emilia-inspired inclusion practice, as well as document