Young Children's Play and Environmental Education in Early Childhood Education

  • Amy Cutter-Mackenzie
  • Susan Edwards
  • Deborah Moore
  • Wendy Boyd

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Amy Cutter-Mackenzie, Susan Edwards, Deborah Moore, Wendy Boyd
    Pages 1-8
  3. Deborah Moore, Susan Edwards, Amy Cutter-Mackenzie, Wendy Boyd
    Pages 9-24
  4. Susan Edwards, Amy Cutter-Mackenzie, Deborah Moore, Wendy Boyd
    Pages 25-37
  5. Amy Cutter-Mackenzie, Wendy Boyd, Susan Edwards, Deborah Moore
    Pages 39-52
  6. Wendy Boyd, Amy Cutter-Mackenzie, Susan Edwards, Deborah Moore
    Pages 53-62
  7. Deborah Moore, Susan Edwards, Amy Cutter-Mackenzie, Wendy Boyd
    Pages 63-74
  8. Susan Edwards, Amy Cutter-Mackenzie, Deborah Moore, Wendy Boyd
    Pages 75-81
  9. Back Matter
    Pages 83-88

About this book

Introduction

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. 

In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling.

Paul Hart, University of Regina, Canada

Keywords

biodiversity biophilia biophobia conceptual knowledge early childhood curriculum early childhood education early learning environmental education environmental learning modelled play natural world open ended play play-based learning play-based learning as a basis for pedagogy purposefully framed play sustainability sustainable practices

Authors and affiliations

  • Amy Cutter-Mackenzie
    • 1
  • Susan Edwards
    • 2
  • Deborah Moore
    • 3
  • Wendy Boyd
    • 4
  1. 1.Southern Cross University, School of EducationCoolangattaAustralia
  2. 2.Australian Catholic University, Faculty of EducationFitzroy, MelbourneAustralia
  3. 3.Faculty of EducationAustralian Catholic University, Faculty of EducationFitzroy, MelbourneAustralia
  4. 4.School of EducationSouthern Cross University, School of EducationLismoreAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-03740-0
  • Copyright Information The Author(s) 2014
  • Publisher Name Springer, Cham
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-3-319-03739-4
  • Online ISBN 978-3-319-03740-0
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • About this book