Inspiring Environmentally Responsible Preschool Children through the Implementation of the <i>National Quality Framework</i>: Uncovering what Lies between Theory and Practice

Pollock, Krista; Warren, Jane D; Andersen, Peter

doi:10.23965/ajec.42.2.02

Cited by 11 publications

(16 citation statements)

References 21 publications

(33 reference statements)

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“…Studies on play (including role play and story retell), indicate that play provides opportunities to develop creative thinking, and that teachers can support children to enhance thinking and develop their skills (Grajczonek, 2007 ; Leggett & Newman, 2017 ). Children create knowledge as they play, interacting with their environment, other children, objects and their teachers; playing a pivotal role in their own learning (Leggett & Newman, 2017 ; Pollock et al, 2017 ). These studies effectively gathered information from a combination of document analysis, interviews with educators and children, and collections of artefacts, providing a rich diversity of data from which to draw their conclusions.…”

Section: Insightsmentioning

confidence: 99%

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

2021

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This systematic quantitative literature review explores the use of story in early childhood religious education to inform the research question “What are the pedagogical benefits of using story in religious education in the early years of primary school?” Searches were conducted across multiple databases and individual journals for publications dated from 1970 to 2019. Literature on the key areas of (1) early childhood, (2) story and (3) religious education were analysed to understand their unique perspectives and ways they overlap and connect, with an emphasis on seeking literature which connected all three areas. The study revealed the areas of religious education, the use of story and the field of early childhood as three distinct areas of research with connection points, and gaps in the literature connecting the pedagogical use of story for religious education in early primary education. The literature identifies the use of story as effectively engaging and connecting children to religious education in a pedagogically appropriate way for the early childhood age group. Further to this, benefits were found not only in faith development and biblical literacy, but also in learning, literacy development, empathy, and engagement with differing worldviews. The Australian context was a focus of the literature review providing insight for religious education in Christian schools which may be applied to other contexts in public schools, or internationally.

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Section: Insightsmentioning

confidence: 99%

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

2021

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“…The authors contended that there was much work to be done to extend the thinking and practice related to the education for sustainability beyond the environmental dimension, in order to embrace a more holistic perspective that also incorporates the social and cultural dimension. A greater focus on sociocultural issues like equality and justice and the negotiation of new approaches to link democratic values to issues of sustainability within education was called for [49,50,52,58,61,69,70].…”

Section: Application Of a Holistic Perspective In Education For Sustamentioning

confidence: 99%

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

Boldermo

Ødegaard

2019

Sustainability

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This study aimed to investigate research articles that relate to education for sustainability, primarily in early childhood, in order to describe to what extent a holistic perspective on education for sustainability has been applied, and how the social dimension is conceptualized. The review comprised research articles in Nordic Journals of Education, International Journals of Early Childhood Education, and International Journals of Education/Environmental/Sustainability education. The findings disclosed that researchers within the field of education for sustainability acknowledged, to a large extent, environmental, economic, and social aspects, and thus applied a holistic perspective. This review shows, however, that even if the social dimension were conceptualized as strongly related to topics such as social justice, citizenship, and the building of stable societies, few articles have investigated diversity, multicultural perspectives, or migrant children's situations in the context of early childhood education for sustainability. This review discloses that the concept of belonging is rarely used in connection to migrants and refugees in research on early childhood education for sustainability. A further argument encourages the inclusion of these aspects in further research which claims social sustainability.

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“…Menekankan pentingnya mendengarkan suara anak-anak, pendekatan 'whole-of-the-art', dan terlibat dalam refleksi tentang isu-isu keberlanjutan dan pendidikan lingkungan. Banyak para pendidik yang tidak menyadari, atau kewalahan oleh isu-isu keberlanjutan tersebut selama bertahun-tahun, menyebabkan pengajaran mereka masih bersifat formatif dan tidak lengkap (kurang) serta bersifat jangka pendek (Pollock et al, 2017).…”

Section: Pendahuluanunclassified

Urgensi Penerapan Outdoor Learning dalam Praktik Pendidikan Lingkungan

Zuhriyah

2021

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Pendidikan lingkungan merupakan komponen penting dalam meningkatkan pengetahuan dan kompetensi siswa dalam berperilaku pro lingkungan. Pengembangan pendidikan luar ruang merupakan penentu keberhasilan pendidikan lingkungan. Dengan demikian belajar dengan alam akan mendukung pengembangan pendidikan berkelanjutan. Penelitian ini bertujuan untuk mengetahui pentingnya dukungan dari pendidikan luar ruang untuk meningkatkan perubahan sikap siswa. Metode yang digunakan adalah fenomenologi kualitatif. Temuan menunjukkan bahwa kegiatan kelas memiliki kemampuan terbatas untuk mengubah beberapa komponen pendidikan lingkungan, terutama hubungan emosional dengan lingkungan (pengaruh) dan perilaku lingkungan. Pendekatan pedagogis luar ruang akan memiliki potensi tinggi untuk mengintegrasikan fitur-fitur utama dan mengomentari beberapa pengalaman yang memberikan kesempatan kepada siswa untuk menjadi agen perubahan di komunitas lokal mereka.

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Inspiring Environmentally Responsible Preschool Children through the Implementation of the National Quality Framework: Uncovering what Lies between Theory and Practice

Cited by 11 publications

References 21 publications

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

The use of story to teach religious education in the early years of primary school: a systematic review of the literature

What about the Migrant Children? The State-Of-The-Art in Research Claiming Social Sustainability

Urgensi Penerapan Outdoor Learning dalam Praktik Pendidikan Lingkungan

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