Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection
Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection
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DOI：
10.3390/educsci9010061
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发表时间：
2019-03-19
影响因子：
3
通讯作者：
Barrable, Alexia
中科院分区：
文献类型：
--
作者：
Barrable, Alexia
这篇文章的目的是介绍一个有效的，循证的，适合发展的早期环境教育实践框架，最终目标是实现环境的可持续性。首先，作者将简要考察早期教育的现状，将其置于从教育到更广泛的可持续发展教育(ESD)的逐渐转变的背景中。文章接着提出，有必要在早期调整教育的重点，以促进自然联系为中心目标，造福于下一代学习者以及我们的地球。将概述一份关于联系的四点教育法草案，包括持续接触、接触自然之美、培养对非人类本性的同情以及正念。生态心理学和发展心理学的最新实证研究将在整个过程中使用，以综合这一简短的教育学初稿以供联系。
The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal-the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature's beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.