Environmentalising Early Childhood Education Curriculum through Pedagogies of Play
Environmentalising Early Childhood Education Curriculum through Pedagogies of Play
复制标题
通过游戏教学法环境化幼儿教育课程
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Amy Cutter
中科院分区：
文献类型：
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作者：
S. Edwards;Amy Cutter
近年来，以儿童为中心的游戏作为早期儿童课程的一个信息来源的概念被批评为不足以支持儿童知识发展的教学方法。与这些批评同时出现的是环境教育在幼儿课程中的重要性。幼儿环境教育的一个关键方面是儿童体验和获得各种环境概念。本文报告了一个项目的研究结果，该项目旨在研究以游戏为基础的学习，以及不同类型的游戏可以作为幼儿环境教育中支持儿童学习的教学基础的方式。关于以游戏为基础的学习和环境教育在幼儿课程中的作用的争论是与新发布的澳大利亚早期学习框架有关的。
IN RECENT YEARS THE CONCEPT of child-centred play as an informant to the early childhood curriculum has been critiqued as an insufficient pedagogical approach for supporting children's knowledge development. Running in parallel with these criticisms has been the emerging importance of environmental education in early childhood curriculum. A key aspect of early childhood environmental education involves children experiencing and acquiring various environmental concepts. This paper reports the findings from a project aimed at examining play-based learning and the way different types of play can be used as a pedagogical basis for supporting children's learning in early childhood environmental education. The arguments about play-based learning and the role of environmental education in early childhood curriculum are framed in relation to the newly released Australian Early Years Learning Framework.