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A knowledge creation approach to environmental education in early childhood: Vygotskyan theories in practice

A knowledge creation approach to environmental education in early childhood: Vygotskyan theories in practice. Dr Cynthia Prince cprince@eit.ac.nz 17 th European Early Childhood Education Research Association (EECERA) Conference Prague, Czech Republic, 29 th August -1 st September, 2007.

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A knowledge creation approach to environmental education in early childhood: Vygotskyan theories in practice

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  1. A knowledge creation approach to environmental education in early childhood:Vygotskyan theories in practice Dr Cynthia Prince cprince@eit.ac.nz 17th European Early Childhood Education Research Association (EECERA) Conference Prague, Czech Republic, 29th August -1st September, 2007

  2. To create a community of learners to promote environmental education in early childhood curriculum and to enhance children’s learning and knowledge base Aim of the study

  3. Qualitative research Two phases Socio-cultural approach Two centres: one kindergarten, one childcare centre Located in lower socio-economic areas Participants: Four kindergarten teachers Eight childcare staff Seven focus group parents and six focus children at each centre Description of the study

  4. Interview one: Before the implementation of the environmental education integrated curriculum (EEIC). Baseline knowledge Interview two: Immediately after the EEIC Interview three: At the completion of the research process Interview process: Children: Individual Teachers/Parents: Focus groups Interviews: Three

  5. Observations: ▪Teachers ▪ Focus Children Document analysis Conversations Research journal Research Methods

  6. Methodology Teachers documented the PAR* process Researcher : Observed teachers and focus children Had conversations with teachers and parents about the creation of a community of learners *(Kemmis & McTaggart, 2000) Participatory Action Research (PAR)

  7. Environmental education: Education About In and For the environment* *(Fleer, 1998) Theoretical Underpinnings

  8. Zone of Proximal Development (ZPD) Cultural tools Spontaneous concepts Formal concepts (Vygotsky, 1978) Vygotskyan Theories

  9. Funds of knowledge* Social capital** Strengths and resources Cultural and socio-economic background Domain knowledge*** A community of learners**** * (Moll, 2000) *** (Wellman & Gelman, 1992) **(Field, 2003; Halpern,2005) ****(McCaleb, 1997) Theoretical Underpinnings

  10. Sfard (1998) ▪ acquisition metaphor ▪participation metaphor Paavola et al (2002) ▪ knowledge creation metaphor Bereiter (2002) ▪ conceptual artefacts (theories, models, ideas) Metaphors of Learning

  11. Children and adults create their own knowledge ‘in the world’.This finding extends on Vygotsky’s spontaneous and formal concepts Major Finding

  12. The study highlighted how a collaborative socio-cultural approach to environmental education can progress in the context of research to become a knowledge creation process supported by participatory action research and the creation of a community of learners Conclusion

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