Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education

Torquati, Julia C.; Cutler, Kay; Gilkerson, Deanna; Sarver, Susan

doi:10.1080/10409289.2012.725383

Cited by 53 publications

(34 citation statements)

References 10 publications

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“…Por lo tanto, además de tener en cuenta el desarrollo de competencias profesionales específicas relacionadas con la educación ambiental o educación para el desarrollo sostenible (Nielsen et al, 2012;Torquati, Cutler, Gilkerson & Sarver, 2013), es preciso que los educadores incorporen también en la planificación de contenidos y actividades aspectos psicosociales subyacentes a estos temas. Los resultados sugieren que se deben planificar los contenidos en educación ambiental considerando identidad personal y social que encierran la conectividad con la naturaleza y las creencias subyacentes a las preocupaciones ambientales.…”

Section: Discussionunclassified

Educación ambiental: itinerario en la naturaleza y su relación con conectividad, preocupaciones ambientales y conducta

Olivos-Jara¹,

Aragonés²,

Navarro³

2014

RLP

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Section: Discussionunclassified

Educación ambiental: itinerario en la naturaleza y su relación con conectividad, preocupaciones ambientales y conducta

Olivos-Jara¹,

Aragonés²,

Navarro³

2014

RLP

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“…The IEEC (Torquati, Cutler, Gilkerson, & Sarver, 2013) was used to assess teacher's perceptions regarding the importance of certain experiences in early childhood that children should have. The 39-item measure is a 5-point Likert type scale (1 = "Not very important" and 5 = "Very important").…”

Section: Methodsmentioning

confidence: 99%

“…We followed the conceptualizations of Torquati, Cutler, Gilkerson, and Sarver (2013) to establish the subscales for both measures. We ran item analyses to see the conceptual items were also statistically held together.…”

Section: Item Statisticsmentioning

confidence: 99%

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Ahmetoğlu¹,

Acar²,

Aşık-Öztürk³

2018

UCER-B

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Considering the importance of how perceptions of teachers affect their practice in early childhood education, the purpose of the current study was to examine how teachers perceive children's developmental and educational experiences in relation to children's learning outcomes perceived by teachers. We recruited 219 preschool teachers Results from canonical correlations showed that the importance given to educational and developmental experiences of children, and the importance to children's learning outcomes were significantly associated. Further, the importance of the current findings in early childhood education is discussed.

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“…The lack of knowledge in the discipline can prompt insecurity concerning possible questions. In fact, some teachers, in the study by Torquati, Cutler, Gilkerson, and Sarver [16], indicate that to master basic knowledge enables teachers to anticipate possible questions of their students.…”

Section: 4 279 646mentioning

confidence: 99%

Spanish teaching students’ attitudes towards teaching science at the pre-school level

Jiménez-Tejada

Romero-López

Agnes

et al. 2016

SHS Web of Conferences

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Abstract. Previous researches on early childhood teachers´ attitudes toward science teaching reveals that they feel anxiety and fear regarding science classes. Sometimes, teaching students´ experience with science have a significant influence on their attitude toward science and science teaching. This prior experience has been frequently joined to remember abstract concepts, and it determine what they guess about science teaching in early childhood. In order to assess teacher trainee´s pre-existing attitudes and beliefs toward science teaching in early years, we used a preschool teachers' attitudes and beliefs toward science teaching questionnaire developed and validated for Maier, Greenfield and Bulotsky-Shearer (2013). Aspects such as science knowledge or ability to create sciencerelated activities, at the beginning, are very poorly valued by future teachers of early childhood education. The main reason is the poor knowledge that they have about science in general. We can conclude that it is important that future teachers of early childhood education should understand importance to teach science to children.

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Early Childhood Educators' Perceptions of Nature, Science, and Environmental Education

Cited by 53 publications

References 10 publications

Educación ambiental: itinerario en la naturaleza y su relación con conectividad, preocupaciones ambientales y conducta

Educación ambiental: itinerario en la naturaleza y su relación con conectividad, preocupaciones ambientales y conducta

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Spanish teaching students’ attitudes towards teaching science at the pre-school level

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