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ERIC Number: EJ1030104
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0966-9760
Doing, Knowing, Caring and Feeling: Exploring Relations between Nature-Oriented Teaching and Preschool Children's Learning
Klaar, Susanne; Öhman, Johan
International Journal of Early Years Education, v22 n1 p37-58 2014
Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, "epistemological move analysis" (oriented towards teachers' guiding processes as moves) and "substantive learning quality analysis" (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A