ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Early Childhood Environmental Education through the Natural Start Alliance
Author: Merrick, Christy
Date: 2013-00-00
Type: Journal Articles
Subjects: Environmental Education,Early Childhood Education,Teaching Methods,Agency Cooperation,Partnerships in Education,Child Development,Young Children,Professional Development,Research,Educational Resources,Social Justice,Educational Quality,Advocacy,Child Health,Needs Assessment,Surveys,Professional Personnel,Interviews

The Natural Start Alliance is a new initiative of the North American Association for Environmental Education. Natural Start was created to support and expand early childhood environmental education (ECEE) by creating a network of organizations, educators, parents, and others who care about using environmental education to support young children's healthy development. Some of the Natural Start Alliance's specific activities include: promoting professional development opportunities; collecting and interpreting research; curating resources; promoting diversity and inclusion; upholding quality standards; advocating on behalf of children, families, and educators; and promoting ECEE to new audiences. At naturalstart.org, anyone can join the Alliance and receive the monthly newsletter, join in online conversations about current issues in ECEE, share resources with the Natural Start community, and network with other members.
Scaffolding as a Tool for Environmental Education in Early Childhood
Author: Zurek, Alex
Date: 2014-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Early Childhood Education,Environmental Education,Observation,Natural Resources,Preschool Education,Qualitative Research,Teaching Methods,Instructional Effectiveness,Case Studies

This paper describes the process of &quot;scaffolding&quot; as a teaching strategy in early childhood education, and demonstrates how scaffolding can promote children's learning about the natural environment. Examples of scaffolding are provided from seventy-four running record observations made over a two-year period in a nature-based preschool program. Qualitative analysis examined the extent to which scaffolding was used to support children's learning about nature; the types of scaffolding strategies used by teachers; whether high- and low-support strategies were used in specific types of situations; the effectiveness of scaffolding; and what children learned when teachers engaged them in scaffolding. Examples illustrate specific pedagogical strategies used in scaffolding. Scaffolding was used relatively frequently within the program (21% of events analyzed), and inferential questioning was the most frequently used strategy. Analysis did not reveal a pattern of high- or low-support strategies used in specific types of situations, but teachers flexibly used a variety of scaffolding strategies to support children's learning about the natural environment. Preparation of physical and social environments for effective scaffolding is discussed, as well as the role of scaffolding in socializing children to engage in a culture of inquiry.
Creative Connecting: Early Childhood Nature Journaling Sparks Wonder and Develops Ecological Literacy
Author: Johnson, Kelly
Date: 2014-00-00
Type: Journal Articles
Subjects: Journal Writing,Teaching Methods,Elementary School Students,Recreational Activities,Outdoor Education,Creative Activities,Young Children,Naturalistic Observation,Recess Breaks,Play,Montessori Method,Environmental Education,Early Childhood Education,Student Journals,Experiential Learning

While nature journaling with elementary age children has recently increased in popularity, journaling with children of ages 2-6 is often overlooked. This article focuses specifically on why journaling is a valid practice in early childhood and the practitioner application of journaling techniques modified for the young child. Young children have an inherent sense of wonder and connection to their natural world which can be preserved and enhanced through the cultivation of observation and documentation. The young child, working either one-on-one or in small groups with the adult, can begin to consciously explore the nearby nature of their world. The addition of a journal practice to regular outdoor environment exploration allows the child to assimilate their observations and experiences while laying a foundation for literacy education. The young child's nature journal is a place for the recording of the natural insights and wonder as developmentally appropriate, rather than the more scientific data collection purposes of an older child's field journal. It is a place for color exploration and recording of the special relationship between the young child and their world through abstract drawings and adult documentation of verbal observations. Prompts may be used with young children, as well as scenarios that enhance seasonal observations, but the journal is foremost a place for spontaneous observation development and &quot;nearby nature&quot; connection facilitation. Drawing on the research of Eyunsook Hyun and Maria Montessori, and the work of Rachel Carson, Clare Walker Leslie, Bill Plotkin, and David Sobel, this article will provide early childhood educators with the resources and motivation to incorporate a sensorial-based journaling practice into their environments.
Early Childhood Educators' Preferences and Perceptions Regarding Outdoor Settings as Learning Environments
Author: Ernst, Julie
Date: 2014-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Outdoor Education,Educational Experience,Photography,Educational Opportunities,Play,Teacher Attitudes,Preservice Teachers,Student Attitudes,Faculty Development,Environmental Education,Recreational Facilities,Outcomes of Education,Questionnaires

In the context of encouraging the use of natural outdoor settings for educational experiences with young children, survey research using photographs of outdoor settings was conducted to explore in-service early childhood educators' preferences and perceptions regarding outdoor settings and the educational opportunities and resource needs they associate with these settings. Results suggest early childhood educators perceive playgrounds as the most conducive outdoor setting for achieving educational outcomes, specifically for unstructured opportunities for play. Results are compared with preservice early childhood educators' responses from prior research, as well as with research-based characteristics of natural settings conducive to quality play. Implications for those who provide preservice preparation/in-service professional development are discussed, as are implications for environmental educators and park/land managers for supporting educators in the use of natural outdoor settings with young children.
A Sense of Autonomy in Young Children's Special Places
Author: Green, Carie
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Personal Autonomy,Play,Child Development,Preschool Children,Family Environment,Books,Interviews,Childhood Attitudes,Parent Attitudes,Self Concept,Environment,Privacy,Home Visits

Early childhood is a significant time when children begin to develop their place identity. As they discover their environment, young children claim special places in which to construct their own experiences. In exploring ways to connect children with place, particularly nature, caregivers need to consider children's place perspectives in the various settings of their lives. This research explored the question: how do young children experience special places in the home environment? Qualitative data were collected during two phases. The first consisted of book discussions and representational activities with 51 children at school. The second included special place tours and informal interviews with 12 children and parents in their homes. Analysis revealed four activities representing children's place experiences: playing, hiding, resting, and exploring. Children's descriptions and observed behaviors were categorized and quantified to demonstrate their range of place use. Through self-initiated activities, children gained a sense of spatial autonomy and control of their environment. This is important to the development of their place identity and environmental competency in using the environment to meet social and personal goals. Additionally, through adult supported exploration, children gained an appreciation for the natural world. Early childhood educators should consider the balance between child-initiated and adult guided experiences with place particularly by designing open-ended spaces and activities that allow children to gain a sense of control.
Taming the Wild: Approaches to Nature in Japanese Early Childhood Education
Author: Burke, Rachael S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Ethnography,Foreign Countries,Pollution,Environment,Asian Culture,Risk,Playgrounds,Outdoor Education,Natural Resources,Learning Activities,Observation

The Japanese early childhood curriculum provides ample opportunities for children to interact with nature and to learn about natural phenomena. However, using Kalland (1995) and Martinez's (2008) theories about Japanese constructions of nature, this paper argues that most Japanese early childhood experiences do not constitute direct contact with &quot;nature in the raw&quot; but rather present a tamed, managed version of nature's reality. Drawing on Japanese perceptions of nature, which contrast with the Cartesian world view attributed to the West, the natural environment is revealed as something to be venerated but also the object of revulsion through its potential to harbour pollution. Based on ethnographic fieldwork, this paper argues that Japanese early childhood education reflects Kalland and Martinez's claims that nature in its pure form is not revered, but needs to be tamed and managed through rituals to become palatable.
Bridging the Gap: Meeting the Needs of Early Childhood Students by Integrating Technology and Environmental Education
Author: Willis, Jana
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Integration,Environmental Education,Early Childhood Education,Learning Activities,Natural Resources,Technological Literacy,Student Needs,Preschool Children,Teaching Methods,Information Technology

Children come from diverse backgrounds, particularly in terms of their access to the environment and technology. It is our job as teachers to help level the playing field and provide all students an equal chance to succeed. By integrating these two seemingly opposed curricular areas we can create an opportunity for young children to become both environmentally and technologically literate. This article explores how technology tools can be used to encourage students in early childhood programs to engage in activities that will help them appreciate natural resources while exploring environmental issues. Our goal is to examine the use of integrated technology within the environmental curriculum that will support the development of environmental and technology literacies in young children 3-6 years of age.
Young Children's Opportunities for Unstructured Environmental Exploration of Nature: Links to Adults' Experiences in Childhood
Author: Laird, Shelby Gull
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Experience,Young Children,Environmental Education,Foreign Countries,Family Environment,Outdoor Education,Recreational Activities,Early Childhood Education,Parent Attitudes,Preschool Teachers,Parent Child Relationship,Parents,Early Experience,Questionnaires,Sustainability,Parent Teacher Cooperation,Prior Learning,Play,Child Development,Parent Influence,Parent Surveys

Outdoor environmental education and provision of unstructured exploration of nature are often forgotten aspects of the early childhood experience. The aim of this study was to understand how adults' early experiences in nature relate to their attitudes and practices in providing such experiences for young children. This study surveyed 33 parents and early childhood educators at an Australian university-located early childhood service about their own childhood experiences in nature and their current provision of such experiences with their children. Participants completed an online questionnaire consisting of the Nature Relatedness Scale-Short Form (Nisbet et. al, 2009; Nisbet &amp; Zelenski, 2013) and the Inclusion of Nature in Self Scale (Schultz, 2002). Questions regarding adults' knowledge and behaviour on gardening and sustainability topics were also included. Results indicate that although most participants were strongly engaged in unstructured nature experiences as children, few of them provided such experiences for their children. Implications for environmental education in early childhood settings and the home setting are discussed.
&quot;Children, Youth and Environments&quot; (CYE) Announces a Special Issue on Greening Early Childhood Education
Author: Bailie, Patti
Date: 2014-00-00
Type: Journal Articles
Subjects: Youth,Early Childhood Education,Young Children,Educational Environment,Recreational Activities,Physical Environment,Forestry,Preschool Children,Kindergarten,Play,Outdoor Education,Natural Resources,Health Promotion,Preschool Education,Foreign Countries,Holistic Approach

The collection of papers contained in this special issue was elicited by a worldwide call for papers to explore settings that provided nature experiences for young children, with attention given to the effects that these initiatives have on the holistic development and environmental awareness of the children, as well as impacts on the teachers and staff involved. More than two dozen abstracts were received, of which eleven articles were chosen. These included seven research articles, three reports from the field, and one personal voice essay. These papers reflected diverse methods of connecting children with nature and the articles fell into several categories including a literature review on the benefits of children's engagement with nature; natural outdoor play spaces; nature preschools and forest kindergartens; and the connection between nature and children's holistic development. In addition, five books reviews, one movie review, and a mention of other publications of note completed the issue.
The &quot;Natural Start Alliance&quot;: Building Collective Impact for Early Childhood Environmental Education
Author: Merrick, Christy
Date: 2014-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Environmental Education,Infants,Toddlers,Preschool Children,Partnerships in Education,Conservation (Environment),Young Children,Outdoor Education

Last year, the North American Association for Environmental Education launched the &quot;Natural Start Alliance,&quot; a new initiative to advance environmental education for infants, toddlers, and preschoolers. Natural Start provides an opportunity for key players to convene, share ideas and resources, and move together toward shared goals. This article shares updates and progress made in this the first year of the alliance.
Perceptions of the Maltese Public towards Local Marine Protected Areas
Author: Mifsud, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Marine Education,Marine Biology,Ecology,Familiarity,Public Opinion,Questionnaires,Sustainable Development,Delivery Systems,Community Attitudes,Sustainability,Correlation,Social Differences,Demography,Environmental Education,Mixed Methods Research

The marine environment represents a central component of Malta's local environment, and its ecosystem services play a vital role in supporting the economy as well as human well-being. Plans have been made to protect the unique ecology found within Maltese waters through the institution of five marine protected areas (MPAs). This quantitative study assessed the environmental knowledge and attitudes of the Maltese public towards the local marine environment, MPAs, and education for sustainable development (ESD). A questionnaire was administered to members of the public (n = 200) at three different locations. The study found that although the Maltese public strongly appreciates the beauty of Malta's marine environment, the level of knowledge surrounding the marine environment is low. Furthermore, the research indicates that while the public agrees that the marine environment should be protected, there is a notable lack of awareness of the five local MPAs. Based on the research findings, a model linking ESD to MPAs and aiming to foster a sense of ownership among the public by encouraging their involvement in the management of local MPAs is proposed.
The Journey towards a Teacher's Ecological Self: A Case Study of a Student Teacher
Author: Raus, Rea
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Student Teachers,Sustainable Development,Professional Identity,Sustainability,Ecological Factors,World Views,Semi Structured Interviews,Questionnaires,Beliefs,Teacher Behavior,Teacher Characteristics,Student Teacher Attitudes,Foreign Countries

Transforming our educational systems to support sustainable development is a challenge that involves all levels of education--policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher's identity as it influences a teacher's decision-making, behaviour, and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher's self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling's (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching, and a teacher's self.
Communication Skills Training in Trainee Primary School Teachers in Spain
Author: Ortega, José Luis Gallego
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Trainees,Participant Satisfaction,Questionnaires,Teacher Attitudes,Preservice Teacher Education,Skill Development,Classroom Communication,Elementary School Curriculum,Statistical Analysis,Teacher Expectations of Students,Likert Scales,College Faculty,Preservice Teachers

Research on teacher training often focuses on learners' perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachers' training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should.
Analysis of Mythical-Metaphorical Narratives as a Resource for Education in the Principles and Values of Sustainability
Author: Cutanda, Grian-Antonio
Date: 2014-00-00
Type: Journal Articles
Subjects: Sustainability,Narration,Educational Principles,Educational Resources,Figurative Language,Sustainable Development,Content Analysis,Minimum Competencies,Mythology,Cultural Context,Story Telling,Epistemology,Values,Social Attitudes

This research aims to prove that the mythical-metaphorical narratives from cultures in harmonic relationship with their natural environment can be considered as an educational resource within the context of education for sustainable development. Using the Earth Charter as a basis and after establishing as analysis categories the competencies that education should foster in the students from this perspective, a content analysis of 28 stories was performed. The results endorse the existing coherence between the materials analysed and the principles and values that the Earth Charter's text reflects and the relevance of these materials as educational resources within the framework of education for sustainable development.
How Children Can Support Their Learning to Write and Read by Computer in the Early Years of School
Author: Nurmilaakso, Marja
Date: 2015-00-00
Type: Journal Articles
Subjects: Questionnaires,Preschool Teachers,Elementary School Teachers,Preservice Teachers,Emergent Literacy,Reading Readiness,Computer Literacy,Child Development,Teacher Role,Transitional Programs,Articulation (Education),Reading Strategies,Writing Strategies,Computer Uses in Education,Teacher Attitudes,Foreign Countries,Statistical Analysis

Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: (1) &quot;How do children learn to read and write by computer?&quot;; (2) &quot;How can one support children's learning during the transition from pre-school to primary school?&quot;; and (3) &quot;How can we support learning during the transition from pre-school to primary school in the future?&quot; This work is based on a questionnaire that was sent to kindergarten and primary school teachers in the Helsinki area. Only 27 teachers in the pre-school or primary school answered the questionnaire. Following this, the questionnaire was also sent to kindergarten and primary school student teachers. The results show that that it is easy for children to acquaint themselves with the computer keyboard and that children actually enjoy playing by writing on computer. The respondents said that children must, at first, train to write by hand, then by computer.
Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development
Author: Howard, Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainable Development,Social Media,Informal Education,Preservice Teacher Education,Preservice Teachers,Media Literacy,Ethics,Norms,Citizenship Education,Influence of Technology,Mass Media Role

Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to venture into unchartered waters. Research has led to some interesting findings concerning digital literacies in the K-12 classroom. One finding is that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the afterschool space (Prensky, 2010). Understanding the nature of learning in the &quot;afterschool&quot; space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.