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Toward a model for early childhood environmental education: foregrounding, developing, and connecting knowledge through play-based learning
The Journal of Environmental Education (2013)
  • Amy N Cutter-Mackenzie, Southern Cross University
  • Susan Edwards, Australian Catholic University
Abstract

Environmental education represents a growing area of interest in early childhood education, especially since the inclusion of environmental principles and practices in the Australian Early Years Learning Framework. Traditionally, these two fields of education have been characterized by diverse pedagogical emphases. This article considers how teachers in particular see different types of pedagogical play, such as open-ended play, modeled play, and purposefully framed play as providing opportunities for young children and teachers to develop knowledge through experiences about environmental education in early childhood settings. As a result of findings based on our qualitative research study involving early childhood teachers and children, an emerging model for thinking about environmental education in early childhood is proposed as a way of integrating these pedagogical emphases traditionally associated with environmental and early childhood education. Avenues for future research associated with this model are also identified.

Keywords
  • Early childhood environmental education,
  • knowledge,
  • play-based learning,
  • teachers,
  • teaching
Disciplines
Publication Date
January 1, 2013
Publisher Statement
This article has FREE online access (full text) to first 50 readers.
Citation Information

Cutter-Mackenzie, A & Edwards, S 2013, 'Toward a model for early childhood environmental education: foregrounding, developing, and connecting knowledge through play-based learning', The Journal of Environmental Education, vol. 44, no. 3, pp. 195-213.

Published version available from:

http://dx.doi.org/10.1080/00958964.2012.751892