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Research In Early Childhood Education For Sustainability

Author: Julie Davis
Publisher: Routledge
ISBN: 1317663616
Size: 69.40 MB
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Sustainability is a global issue that urgently needs addressing, and for which the most serious consequences are for children and future generations. This insightful research text tackles one of the most significant contemporary issues of our times – the nexus between society and environment – and how early childhood education can contribute to sustainable living. By offering international and multidisciplinary research perspectives on Early Childhood Education for Sustainability, each chapter explores and investigates the complex topic of sustainability and its relationship to early childhood education. A particular emphasis that runs through this text is young children as empowered citizens, capable of both contributing to and creating change for sustainability. The chapter authors work from, or are aligned with, a transformative education paradigm that suggests the socio-constructivist frameworks currently underpinning Early Childhood Education require reframing in light of the social transformations necessary to address humanity’s unsustainable, unjust and unhealthy living patterns. This research text is designed to be provocative and challenging; in so doing it seeks to encourage exploration of current understandings about Early Childhood Education for Sustainability, offers new dimensions for more deeply informed practice, and proposes avenues for further research in this field.

International Perspectives On The Theory And Practice Of Environmental Education A Reader

Author: Giuliano Reis
Publisher: Springer
ISBN: 3319677322
Size: 38.92 MB
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The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings. Each contribution offers insights on the authors’ own processes of re-imagining an education in/about/for the environment that are realized through their teaching, research and other ways of “doing” EE. Overall, environmental education has been aimed at giving people a wider appreciation of the diversity of cultural and environmental systems around them as well as the urge to overcome existing problems. In this context, universities, schools, and community-based organizations struggle to promote sustainable environmental education practices geared toward the development of ecologically literate citizens in light of surmountable challenges of hyperconsumerism, environmental depletion and socioeconomic inequality. The extent that individuals within educational systems are expected to effectively respond to—as well as benefit from—a “greener” and more just world becomes paramount with the vision and analysis of different successes and challenges embodied by EE efforts worldwide. This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education. This book reflects many successful international projects and perspectives on the theory and praxis of environmental education. An eclectic mix of international scholars challenge environmental educators to engage issues of reconciliation of correspondences and difference across regions. In their own ways, authors stimulate critical conversations that seem pivotal for necessary re-imaginings of research and pedagogy across the grain of cultural and ecological realities, systematic barriers and reconceptualizations of environmental education. The book is most encouraging in that it works to expand the creative commons for progress in teaching, researching and doing environmental education in desperate times. — Paul Hart, Professor of Science and Environmental Education at the University of Regina (Canada), Melanson Award for outstanding contributions to environmental and outdoor education (Saskatchewan Outdoor and Environmental Education Association) and North American Association for Environmental Education (NAAEE)’s Jeske Award for Leadership and Service to the Field of EE and Outstanding Contributions to Research in EE. In an attempt to overcome simplistic and fragmented views of doing Environmental Education in both formal and informal settings, the collected authors from several countries/continents present a wealth of cultural, social, political, artistic, pedagogical, and ethical perspectives that enrich our vision on the theoretical and practical foundations of the field. A remarkable book that I suggest all environmental educators, teacher educators, policy and curricular writers read and present to their students in order to foster dialogue around innovative ways of experiencing an education about/in/for the environment. — Rute Monteiro, Professor of Science Education, Universidade do Algarve/ University of Algarve (Portugal).

Early Childhood Education And Care For Sustainability

Author: Valerie Huggins
Publisher: Routledge
ISBN: 1315295830
Size: 64.98 MB
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This innovative and timely book explores issues and concerns surrounding Education for Sustainable Development in early childhood, providing a range of perspectives on how we can live and promote more healthy, just and sustainable lives. It examines the professional responsibility of Early Years practitioners to embed sustainability into their everyday practice and to ensure that young children are acquiring the knowledge and skills they need to become effective agents of change, committed problem-solvers and system-thinkers. Bringing together international examples of best practice, drawing on cutting-edge research, and providing an array of practical examples, chapters focus on issues such as: the historical context of Early Education for Sustainability complexities and challenges involved in implementing sustainable approaches encouraging children to contribute to an enabling society adopting environmentally sustainable approaches in Early Years settings the future of sustainability in Early Years education. This book offers essential support to Early Years educators, practitioners and students who are key players in shaping the fundamental attitudes and beliefs of our planet’s future citizens, enabling them to assume their responsibilities, now and in the future, in regard to environmental, social and economic sustainability.

Ethical Literacies And Education For Sustainable Development

Author: Olof Franck
Publisher: Springer
ISBN: 3319490109
Size: 27.95 MB
Format: PDF, ePub
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This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. The book will be of great interest to students and researchers in the field of sustainability education.

Young Children And The Environment

Author: Julie Davis
Publisher: Cambridge University Press
ISBN: 1107636345
Size: 22.60 MB
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This is an essential text for students, teachers and practitioners in a range of early childhood education and care settings.

International Journal Of Early Childhood Environmental Education Volume 4

Author: North American North American Association for Environmental Education
ISBN: 9781539010623
Size: 71.32 MB
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A peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action, The International Journal of Early Childhood Environmental Education (IJECEE) publishes scholarly written works pertinent to the education of all young children (birth to eight years). Articles include book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives-all anonymously and expertly peer-reviewed. Articles in this issue include: � Editorial Note: Provocations for the "next big thing" in Early Childhood Education for Sustainability (ECEfS) by Sue Elliott, University of New England, Australia� A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms With and Without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework by Deborah Carter, Boise State University, Idaho, USA� Play as Place: A Safe Space for Young Children to Learn about the World by Elena Nitecki, Mercy College, Dobbs Ferry, New York, USA and Mi-Hyun Chung, Mercy College, Dobbs Ferry, New York, USA� Defining Nature-Based Preschools by Rachel Larimore, Michigan State University, USA� Outdoor explorations with pre-schoolers: An observational study of young children's developing relationship with the natural world by Cara McClain, The University of Tennessee Knoxville, USA and Maureen Vandermaas-Peeler, Elon University, USA� "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden by Carley Fisher-Maltese, George Mason University, USA� Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms by Christine Kiewra, Dimensions Educational Research Foundation, USA and Ellen Veselack, Child Educational Center, La Ca�ada, USA

Realising Innovative Partnerships In Educational Research

Author: Rachel McNae
Publisher: Springer
ISBN: 9463510621
Size: 16.32 MB
Format: PDF, Mobi
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Realising Innovative Partnerships in Educational Research examines the underlying principles and actions that support the development of and engagement in partnerships in educational research. With social justice at its core, the work in this book represents various architectures of innovation, whereby new ways of thinking about partnership research are proposed and practices of teaching and learning are reconciled (or not) with existing education contexts and practices. With contributions from educational researchers and practitioners from New Zealand, and international commentaries provided by established scholars in the field, the book draws together key experiences and insights from students, teachers, community members and researchers in tertiary, community, school, and early childhood settings. The research in this book seeks to address a gap in our understanding, extending knowledge beyond simply the benefits of partnership work, to examine how successful partnerships can be initiated, enacted, and sustained over time. This book invites reflection on the following provocations: Why engage in partnerships for educational research? How has this happened in the past and what needs to happen for the future? What is unique about the New Zealand context and what might researchers in other countries learn from our collaborative and culturally responsive research methodologies? What could be some of the underlying principles that support the development of and engagement in collaborative research? How do we evaluate the effectiveness of research partnerships in education to shift the focus to the future?