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Utilising Place based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability.

Boyd, DJ Utilising Place based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13. ISSN 0300-4279 (Accepted)

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Abstract

The aim was to consider how young children can develop an education for sustainable mind-set, through place based learning within a local context. This research built upon the development of an Education for sustainable (ESD) framework (Boyd, Hirst and McNeill, 2017) which recognised early childhood as a transformative phase (Davis and Elliott, 2014) (Boyd and Hirst, 2016). The place based research focused upon Dewey’s theory of experiential learning and by engaging in offsite longitudinal community based projects, where young children become familiar with their own locality. This resonated with a concentric approach (Tickell, 2011,) where children are submerged in an ever changing natural environment and the Forest School Philosophy, with the emphasis upon regular visits conducted over an extended period. This allows children to become familiar with their environment, developing a sense of ownership, (Welsh Assembly, 2009) and an ecological self (Tilbury, 1994). Over a period of a year children and adults in different and diverse settings experienced opportunities for place based learning to develop their ESD perspectives. Observations focused upon children and adults and how they started to become aware of critical issues and relate them to their own reality. The research was ethically approved by the university and all involved chose to take part and could withdraw at any time. Evaluation highlighted that children are capable of deep thinking, utilising enquiry based skills, and reflecting upon their own knowledge skill set.

Item Type: Article
Uncontrolled Keywords: 1301 Education Systems
Subjects: L Education > LB Theory and practice of education > LB1139.2 Early childhood education
Divisions: School of Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 21 Dec 2018 10:07
Last Modified: 21 Dec 2018 10:07
URI: http://researchonline.ljmu.ac.uk/id/eprint/9772

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