Educators for Earth: A Guide for Early Childhood Instruction

Wilson, Ruth

doi:10.1080/00958964.1993.10801970

Cited by 12 publications

(11 citation statements)

References 3 publications

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“…We simply don't know how. In the 1990s some studies are beginning to reveal a substantial level of concern about the environment, reflected in the attitudes of children (Barraza, 1999;Morgan, 1992;Palmer, 1993;Peters & Wilson, 1996;Wilson, 1993a), adolescents (Hausbeck, et al, 1992;Hicks, 1993), teachers (Lane, Wilkie, Champeau & Sivek, 1994;Plevyak, 1997;Smith-Sebasto & Smith, 1997;Yang, 1993), and the public (Chan, 1993;van Es, Lorence, Morgan & Church, 1996). These results and others are explored more fully in the section on significant life experiences.…”

Section: Methodological Approachmentioning

confidence: 99%

A Critical Analysis of Research in Environmental Education

Hart

Nolan

1999

Studies in Science Education

204

117

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Section: Methodological Approachmentioning

confidence: 99%

A Critical Analysis of Research in Environmental Education

Hart

Nolan

1999

Studies in Science Education

204

117

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“…A teacher's environmental identity may be crucial to a child's environmental experiences and their resulting worldview, as well as to the success of an early childhood environmental programme/component (see for example Pelo, 2009;Ritchie et al, 2010;Wilson, 1993). The environmental identity of a migrant teacher from a different cultural orientation teaching within the context of Aotearoa New Zealand ECE may make this additionally complex.…”

Section: Environmental Identitymentioning

confidence: 99%

“…Teachers' own environmental understandings, ethical values, and educational philosophies impact on their teaching (Sandell et al, 2005, as cited in Ärlemalm-Hagsér & Sandberg, 2011). A teacher's interest in, and attitudes towards, the environment is crucial to the child's environmental experiences and their worldviews, as well as to the success of an early childhood environmental education programme (Pelo, 2009;Ritchie, et al, 2010;Wilson, 1993). Teachers can also support children to break down global issues into locally relevant understandings that will enable action and change (Ärlemalm-Hagsér & Sandberg, 2011).…”

Section: Teachers' Environmental Identity In Early Childhood Educationmentioning

confidence: 99%

Indian teachers and environmental identity in Aotearoa New Zealand early childhood education

Rathore¹,

Eames²,

Kelly-Ware³

2020

tandc

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The Aotearoa New Zealand early childhood education (ECE) landscape is becoming increasingly multicultural, in particular with a significant number of migrant Indian teachers working in the field. This paper explores the potential role of environmental identity as migrant Indian ECE teachers navigate between the Indian and New Zealand cultures, wherein the environment may hold different meanings and place in these two cultural systems. The natural environment holds a special place in Aotearoa New Zealand’s cultural systems and is an integral part of the national identity. It can be argued that early childhood environmental education is important, and is already playing a part, in developing children’s environmental identity across the country. In facilitating this, teachers’ environmental identities can be equally important, especially in the case of migrant teachers, whose identities are influenced by different cultural systems. Our interest is in the environmental identities of migrant Indian teachers’ given their growing numbers in Aotearoa New Zealand ECE.

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“…Environmental education at the early childhood level has the potential for greatly enhancing the development of the young child (Wilson, , 1993b(Wilson, , 1993c. It fosters an appreciation of beauty and diversity and fosters growth in all the developmental domains (i.e., physical, mental, social, emotional, and spiritual).…”

Section: Benefits Of Environmental Education At the Early Childhoodmentioning

confidence: 99%