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ERIC Number: EJ1040607
Record Type: Journal
Publication Date: 2013-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0020-7187
Pedagogical Play Types: What Do They Suggest for Learning about Sustainability in Early Childhood Education?
Edwards, Susan; Cutter-Mackenzie, Amy
International Journal of Early Childhood, v45 n3 p327-346 Nov 2013
Sustainability education is increasingly understood as necessary for young children. An important aspect of early childhood sustainability education is associated with how best to integrate the conceptual basis of sustainability education with existing play-based pedagogies. Play-based pedagogies can be understood as occurring along a continuum, including more open-ended and freely chosen play to more teacher orientated play-based activities. Each of these play types suggests different opportunities for teacher's engagement with children's learning. This paper examines how three different types of play-based pedagogy, including open-ended, modelled and purposefully framed play, prompt teacher planning for children's learning about biodiversity as a knowledge subset of sustainability education. Vygotsky's description of combinatorial activity is used to consider the extent to which each play type prompts teachers to plan for children's engagement with biodiversity concepts in ways that are most likely to support knowledge construction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A