Hirst, NJ and Wilkinson, C (2022) Student authors, children’s literature and Early Childhood Education for Sustainability: Findings from a pedagogic research project. International Journal of Early Childhood Environmental Education, 9 (1). pp. 40-57. ISSN 2331-0464

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Abstract

The focus on early childhood education for sustainability within children’s literature is part of a mindful shift towards a more critical praxis with young children, families, communities and students in higher education. This paper reports on qualitative pedagogic research undertaken as part of a first-year module in an undergraduate Early Childhood Studies degree programme at Liverpool John Moores University (LJMU), United Kingdom (UK). The research involved the creation of children’s literature (e-books) by students using Book Creator, focussed on one or more of the Sustainable Development Goals (SDGs). The overarching aim of the project was to explore how the process of creating children’s literature to facilitate early childhood education for sustainability supports students to engage in cultural production. In this paper, we present an analysis of the students’ e-books and supporting rationales for their storybook creation. The study findings were that student-authors demonstrated different constructions of children, cognisance of the pedagogical purpose and different ways of knowing through the storybook creation. These findings contribute to existing debates concerned with early childhood literature and sustainability, and students as authors.

Item Type:	Article
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1139.2 Early childhood education
Divisions:	Education
Publisher:	North American Association for Environmental Education
Date Deposited:	08 Feb 2022 11:39
Last Modified:	08 Feb 2022 11:45
URI:	https://researchonline.ljmu.ac.uk/id/eprint/16257

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