Early childhood education for sustainability: origins and inspirations in the work of John Dewey

Luff, Paulette

doi:10.1080/03004279.2018.1445484

Cited by 23 publications

(18 citation statements)

References 21 publications

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“…According to Dewey, novel insights emerge when experience is integrated with existing knowledge through a process of learner-initiated inquiry (Luff, 2018). Dewey also believed that individuals live within the world, are in constant interaction or transaction with it (Williams, 2017) and can understand the world through an inquiry involving multiple individuals (Luff, 2018).…”

Section: Discussionmentioning

confidence: 99%

Dialogue in management education and development: a conceptual framework

Elembilassery

Chakraborty

2021

JMD

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PurposeThe experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.Design/methodology/approachThis paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.FindingsDialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.Practical implicationsThe proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.Originality/valueThe framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.

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Section: Discussionmentioning

confidence: 99%

Dialogue in management education and development: a conceptual framework

Elembilassery

Chakraborty

2021

JMD

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“…Within outdoor education literature, John Dewey's foundational contribution to the movement of experiential learning (Dewey, 1938) has been studied by several researchers (e.g., Luff, 2018;Moss & Normore, 2006). For decades, researchers of outdoor learning have shown that in the USA, field trips and excursions were a great contribution to students educational development (NASSP, 1941) with multiple benefits, and it was even stated that "good learning and the outdoors are inseparable" (NASSP, 1957, p. 141).…”

Section: Brief Notes About Outdoor and Environmental Education In Certain North American Countriesmentioning

confidence: 99%

Let them shine: insights from an outdoor education initiative for primary school students about an olive tree collection

Lima

2020

Ppej

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Nowadays, experiential learning and outdoor education are increasingly relevant due to phenomena of 'extinction of experience' (Pyle, 1993), 'plant blindness' (Wandersee & Schussler, 2001) and 'nature deficit childhoods' (Louv, 2005). This paper revisits experiential learning and outdoor education concepts and some of their history development for European and North American contexts. It describes an experiential learning initiative held in Portugal, during 2019, at an olive tree collection (Olea europaea L.) aimed to (re)connect primary school students with nature, to support teachers in hands-on experiences and to demonstrate the potential of an olive tree collection as a resource for outdoor education. It was structured with outdoor visits to complement classroom learning and engaged five teachers and 117 students, aged 8-9 years. It highlights olive tree biodiversity as an important issue due to biodiversity erosion within agriculture (

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“…While it is true that sustainable development deals with abstract and complex relationships that are especially difficult for children [24], many authors have stressed the importance of environmental education, and some say that education in environmental sustainability should start in childhood [18,[25][26][27][28][29]. In addition, early childhood education could play an essential role in sustainable practice, as it is considered to be a period of time when children's main attitudes and values are established for the first time [27,[30][31][32][33]. According to Davis [12], the experiences provided for young children are influential to their present and future beliefs, values, well-being, and individual and social development.…”

Section: Education For Sustainable Development In Early Childhoodmentioning

confidence: 99%

“…In terms of early childhood sustainability education, attention to experiential learning is central and lies at the heart of early childhood education [33]. Learning through games and active exploration of the environment has been considered a characteristic of early learning [34].…”

Section: Education For Sustainable Development In Early Childhoodmentioning

confidence: 99%

“…This view is incorporated within place-based education, in which children learn to understand, value, and care for the heritage, culture, and landscape of the place where they live. As Luff points out [33] (p. 453) (after several studies), "Children who have opportunities to explore, connect with, and appreciate the places where they live develop a sense of care for self, others, and the environment. This can lead to work on local social and environmental projects and growing appreciation of wider national and global issues."…”

Section: Education For Sustainable Development In Early Childhoodmentioning

confidence: 99%

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Creating the Habit of Recycling in Early Childhood: A Sustainable Practice in Spain

2019

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Early childhood education on sustainability has been an issue of high relevance in the last decade. In Spain, many different efforts have been made to increase children’s knowledge, skills, and awareness related to sustainability issues. However, uncertainty about the effectiveness of education on sustainable development exists. This research reports on an exploratory study organized by the association that promotes aluminum packaging recycling in Spain (Arpal). Seven teachers were trained on sustainability in general and on aluminum packaging recycling in particular. These teachers defined and implemented a teaching unit with active learning activities that involved three preschools. Fifty-four children under 6 years of age, mainly 2 and 3 years old, along with their parents, participated in the teaching unit. Qualitative and quantitative methods (questionnaires, in-depth interviews, and focus groups) were carried out to assess the impact. The results proved that different partners, such as children, parents, teachers, managers, and associations, can work together with the common goal of improving education on sustainable development in early childhood, and all of them benefit from this collaboration. Moreover, this study confirmed that education on sustainability should be embedded in the daily routine of preschools. Furthermore, after the exploratory study, the teaching unit was implemented in 29 Andalusian preschools.

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Early childhood education for sustainability: origins and inspirations in the work of John Dewey

Cited by 23 publications

References 21 publications

Dialogue in management education and development: a conceptual framework

Dialogue in management education and development: a conceptual framework

Let them shine: insights from an outdoor education initiative for primary school students about an olive tree collection

Creating the Habit of Recycling in Early Childhood: A Sustainable Practice in Spain

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