000 04086nam a22004935i 4500
001 978-3-319-03740-0
003 DE-He213
005 20140220082514.0
007 cr nn 008mamaa
008 140117s2014 gw | s |||| 0|eng d
020 _a9783319037400
_9978-3-319-03740-0
024 7 _a10.1007/978-3-319-03740-0
_2doi
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
100 1 _aCutter-Mackenzie, Amy.
_eauthor.
245 1 0 _aYoung Children's Play and Environmental Education in Early Childhood Education
_h[electronic resource] /
_cby Amy Cutter-Mackenzie, Susan Edwards, Deborah Moore, Wendy Boyd.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aXI, 88 p. 16 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1. A Challenge for Early Childhood Environmental Education?; Amy Cutter-Mackenzie & Susan Edwards -- 2. Play-based Learning in Early Childhood Education; Deborah Moore & Susan Edwards -- 3. Environmental Education and Pedagogical Play in Early Childhood Education; Susan Edwards & Amy Cutter-Mackenzie -- 4. Jeanette: Pond Life; Amy Cutter-Mackenzie & Wendy Boyd -- 5. Josh: Small is Beautiful; Wendy Boyd & Amy Cutter-Mackenzie -- 6. Robyn: Worms Underground; Deborah Moore & Susan Edwards -- 7. A Challenge Reconsidered: Play-based Learning in Early Childhood Environmental Education; Susan Edwards & Amy Cutter-Mackenzie.
520 _aIn an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.  In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada
650 0 _aEducation.
650 0 _aEarly childhood education.
650 0 _aSustainable development.
650 1 4 _aEducation.
650 2 4 _aChildhood Education.
650 2 4 _aSustainable Development.
700 1 _aEdwards, Susan.
_eauthor.
700 1 _aMoore, Deborah.
_eauthor.
700 1 _aBoyd, Wendy.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319037394
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-03740-0
912 _aZDB-2-SHU
999 _c93024
_d93024