Ripples of action: Strengthening environmental competency in an early childhood centre

Vaealiki, Sue; Mackey, Glynne

doi:10.18296/ecf.0193

Cited by 18 publications

(16 citation statements)

References 5 publications

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“…With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al, 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.…”

mentioning

confidence: 99%

Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

Croft

2018

Aust. J. environ. educ.

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The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

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mentioning

confidence: 99%

Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

Croft

2018

Aust. J. environ. educ.

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“…The selected work samples were part of the pedagogical documentation based on which the researchers made inferences about the child's perspective. In the Category 4 articles, examples of such documentation included: written artefacts (McDonald, 2005), spontaneous drawings (Lambert, 2005), portfolios (Mawson, 2011a), learning stories (Archard, 2013;Wilson-Tukaki & Davis, 2011), photo narratives (Goodfellow, 2012), drawings, observational diaries (Vaealiki & Mackey, 2008) and the phenomenological approach (Lewis, Mansfield & Baudains, 2010).…”

Section: Type 2 Inferred Voice-inferring the Child's Perspectivementioning

confidence: 99%

“…Since interviews were also used as assessment occasionally, as mentioned above, 'surveying the child' instead of 'interviewing the child' was chosen to be part of the title of the Type 3 voice. The articles used a wide range of terms to refer to the interviews that were aimed to survey the child: informal conversations (Grant, 2013;Smith, 2012), informal discussions (Gibbons, 2005), conversations (Vaealiki & Mackey, 2008), talking (Barker, 2010), interviews (Deans, Frydenberg & Tsurutani, 2010;Haggerty, Simonsen, Blake & Mitchell, 2007;Hedges, 2011;Wainman et al, 2012), interviews and conversations (Clarkin-Phillips, Paki, Fruean, Armstrong & Crowe, 2012), conversational interviews (Te One, 2010a) and semistructured interviews (Briggs, 2007;Hesterman, 2011;Mirkhil, 2010;Prince, 2012).…”

Section: Type 3 Surveyed Voice-surveying the Childmentioning

confidence: 99%

The Voice of the Child in Early Childhood Education Research in Australia and New Zealand: A Systematic Review

Zhang

2015

Australasian Journal of Early Childhood

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THIS LITERATURE REVIEW COVERS journal articles reporting early childhood education (ECE) research in Australia and New Zealand in the past 10 years and it has found that: (1) Nearly half of the articles lacked child-related data with an explicit or implied justification, while less than one-tenth failed to include child-related data with no justification; (2) Over one-third of the articles addressed the voice of the child, while less than one-tenth included child-related data for assessment purpose. A typology of the voice of the child has evolved from the review and it includes: pseudo voice (engendered by assessing the child), inferred voice (engendered by inferring the child's perspective), surveyed voice (engendered by surveying the child) and co-constructed voice (engendered by co-constructing lived experience and understanding with the child). In spite of the evidence from the articles that the voice of the child had generally been recognised, the review has identified a gap between the child's voice rhetoric and research practice. It is argued that the distinction between rhetoric and practice should be recognised and respected.

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“…Chawla and Cushing (2007) revealed a conclusive relationship between positive early childhood experiences in nature and the formation of pro-environment beliefs and behaviours later in life. In fact, ECEfES can be a transformative and empowering process for children (Davis & Elliott, 2014;Vaealiki & Mackey, 2008), and by using a combination of age appropriate pedagogical approaches, young children have been found to be capable of engaging in sophisticated thinking about complex environmental issues (Edwards & Cutter-Mackenzie, 2011;Palmer & Suggate, 2004). As children realise their ideas, knowledge and opinions are associated with real change, children feel empowered and learning results in meaningful engagement (Ji & Stuhmcke, 2014;Lewis, Mansfield & Baudains, 2010).…”

Section: Introduction and Background To This Studymentioning

confidence: 99%

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

Pollock

Warren

Andersen

2017

Australasian Journal of Early Childhood

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EARLY CHILDHOOD EDUCATION FOR environmental sustainability (ECEfES) has become significant in the early years, as highlighted by the inclusion of ECEfES in Australia's first and current National Quality Framework (NQF) for early childhood education and care (ECEC). This article reports on the major findings from a case study (Pollock, 2014), which aimed to uncover what lies between theory and practice, as ECEC educators attempt to support young children to become environmentally responsible, through the implementation of the NQF. This article discusses some of the findings from an analysis of the documents central to the NQF as well as semi-structured interviews with three university-qualified educators. Thematic analysis revealed that although challenging educators in some respects, the introduction of the NQF has enhanced their sustainability practices. This has emphasised the importance of listening to the voices of young children, a ‘whole of settings' approach, and engaging in reflection.

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Ripples of action: Strengthening environmental competency in an early childhood centre

Cited by 18 publications

References 5 publications

Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

The Voice of the Child in Early Childhood Education Research in Australia and New Zealand: A Systematic Review

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

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