Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning
Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning
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建立幼儿环境教育模式：通过基于游戏的学习来前景化、发展和连接知识
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
S. Edwards
中科院分区：
文献类型：
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作者：
Amy Cutter;S. Edwards
环境教育是幼儿教育中越来越受关注的一个领域，特别是自从将环境原则和做法纳入澳大利亚幼儿学习框架以来。传统上，这两个教育领域的特点是不同的教学重点。本文认为，特别是教师如何看到不同类型的教学游戏，如开放式游戏，模型化的游戏，并有目的地框架发挥提供机会，幼儿和教师发展知识，通过经验，在幼儿环境教育。由于我们的定性研究的基础上，涉及幼儿教师和儿童的研究结果，一个新兴的模式，在幼儿环境教育的思考，提出了这些传统上与环境和幼儿教育的教学重点相结合的方式。还确定了与此模型相关的未来研究的途径。
Environmental education represents a growing area of interest in early childhood education, especially since the inclusion of environmental principles and practices in the Australian Early Years Learning Framework. Traditionally, these two fields of education have been characterized by diverse pedagogical emphases. This article considers how teachers in particular see different types of pedagogical play, such as open-ended play, modeled play, and purposefully framed play as providing opportunities for young children and teachers to develop knowledge through experiences about environmental education in early childhood settings. As a result of findings based on our qualitative research study involving early childhood teachers and children, an emerging model for thinking about environmental education in early childhood is proposed as a way of integrating these pedagogical emphases traditionally associated with environmental and early childhood education. Avenues for future research associated with this model are also identified.
教育学：早期学习的沉默伙伴
影响因子：
1.1
作者：
Stephen C
通讯作者：
Stephen C