Nature education with young children : integrating inquiry and practice
著者
書誌事項
Nature education with young children : integrating inquiry and practice
Routledge, 2013
- : hbk
- : pbk
- : ebk
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注記
Includes bibliographical references and index
収録内容
- Science, nature, and inquiry-based learning in early childhood / Stephanie Sisk-Hilton
- Nature education and teacher inquiry / Daniel Meier
- Babies and nature, the act of noticing in infancy / Camille T. Dungy
- Promoting nature study for toddlers / Mabel Young
- Overcoming our fears, embarking on a nature journey / Gita Jayewardene
- Naturally speaking, parents, children, teachers in dialogue with nature / Darcy Campbell and Shawna Thompson
- Preschool children explore the forest , the power of wild places in childhood / Anna Golden
- Putting the forest on the map, using documentation to further natural inquiry / Marty Gravett
- Nature education and the project approach / Jean A. Mendoza and Lilian G. Katz
- Promoting play in a school garden and using a blog to document children's nature explorations / Heather Taylor
- Drawing, photographs, and painting, learning about the natural world in an urban preschool / Isauro Michael Escamilla
内容説明・目次
内容説明
Nature Education with Young Children is a thoughtful, sophisticated teacher resource that blends theory and practice on nature education, children's inquiry-based learning, and reflective teaching. The book's guiding conceptual framework is founded upon the integration of four key ideas for effective and transformative nature education:
* The power and value of equity and access to nature education
* Effective teaching encompasses child development domains and integrates ECE curriculum
* Children learn best through inquiry-based and child-centered teaching
* Powerful teaching is founded upon teacher inquiry and reflection.
Implementing nature study is one critical way that educators can integrate more science learning across the ECE curriculum and do so in an active, discovery-based manner. Nature Education with Young Children strives for an American version of what the Reggio Emilia educators do so well: creating a seamless integration of science concepts into the daily intellectual investigations that occur in classrooms everywhere.
目次
Part I -
Science, Nature, and Inquiry: Theoretical and Practical Foundations
Chapter 1: Science, Nature, and Inquiry-Based Learning in Early Childhood, Stephanie Sisk-Hilton
Chapter 2: Nature Education and Teacher Inquiry, Daniel Meier
Part II -
Science, Nature, and Inquiry: Infants and Toddlers
Chapter 3: Babies and Nature - The Act of Noticing in Infancy, Camille T. Dungy
Chapter 4: Promoting Nature Study for Toddlers, Mabel Young
Chapter 5: Overcoming Our Fears - Embarking on a Nature Journey, Gita Jayewardene
Part III
Science, Nature, and Inquiry - Preschoolers
Chapter 6: Naturally Speaking: Parents, Children, Teachers in Dialogue with Nature, Darcy Campbell and Shawna Thompson
Chapter 7: Preschool Children Explore the Forest - The Power of Wild Places in Childhood, Anna Golden
Chapter 8: Putting the Forest on the Map - Using Documentation to Further Natural Inquiry, Marty Gravett
Chapter 9: Nature Education and the Project Approach, Jean A. Mendoza and Lilian G. Katz
Chapter 10: Promoting Play in a School Garden and Using a Blog to Document Children's Nature Explorations, Heather Taylor
Chapter 11: Drawing, Photographs, and Painting - Learning about the Natural World in an Urban Preschool, Isauro Michael Escamilla
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