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ERIC Number: EJ1005598
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0095-8964
Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge through Play-Based Learning
Cutter-Mackenzie, Amy; Edwards, Susan
Journal of Environmental Education, v44 n3 p195-213 2013
Environmental education represents a growing area of interest in early childhood education, especially since the inclusion of environmental principles and practices in the Australian Early Years Learning Framework. Traditionally, these two fields of education have been characterized by diverse pedagogical emphases. This article considers how teachers in particular see different types of pedagogical play, such as open-ended play, modeled play, and purposefully framed play as providing opportunities for young children and teachers to develop knowledge through experiences about environmental education in early childhood settings. As a result of findings based on our qualitative research study involving early childhood teachers and children, an emerging model for thinking about environmental education in early childhood is proposed as a way of integrating these pedagogical emphases traditionally associated with environmental and early childhood education. Avenues for future research associated with this model are also identified. (Contains 4 tables, 1 figure and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia