How is young children’s intellectual culture of perceiving nature different from adults’?

Hyun, Eunsook

doi:10.1080/1350462042000338360

Cited by 44 publications

(35 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Firstly, as adults, researchers and teachers, we do not, and really cannot, know the world of children. Children live in very different worlds to adults (Denzin, 1977;Hyun, 2005). To even begin to understand their world we have to live intimately and comprehensively in it for long periods.…”

Section: Discussionmentioning

confidence: 99%

Do’s and don’ts: children’s experiences of the primary school playground

Thomson

2007

Environmental Education Research

View full text Add to dashboard Cite

The school curriculum addresses issues of structured environmental education; however, what informal opportunities are afforded to children at school to interact and expand their knowledge of the world around them? This small case study attempts to elucidate children's experience of the school playground environment. The findings suggest that adults, with the best of intentions, attempt to create an orderly, safe, equitable, hospitable environment for children at playtime. However, often the children see these good intentions in a negative light. I argue that the management and regulation of playtime activities restricts the opportunities for children to expand their knowledge of their surroundings.

show abstract

Section: Discussionmentioning

confidence: 99%

Do’s and don’ts: children’s experiences of the primary school playground

Thomson

2007

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…Throughout the day, within the kindergarten, young children were able to take action because they were supported by teachers and peers, therefore more likely to seek appropriate ways to respond to the environmental issues in the setting and beyond. Their learning was meaningful because it was well supported by the teachers, parents and community (Hyun 2005) and provided experiences in caring for the environment and creating a better future. Systems were in place for recycling and composting the waste from the kindergarten.…”

Section: G Mackeymentioning

confidence: 99%

To know, to decide, to act: the young child’s right to participate in action for the environment

Mackey¹

2012

Environmental Education Research

View full text Add to dashboard Cite

This article draws on a research study that focused on young children's involvement in an environmental curriculum that created for them opportunities to display their competence and confidence through knowing, deciding and acting for the environment within a supportive early childhood setting. When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable in contributing to the decision-making that leads them to purposeful action. The research revealed the importance of honouring the young child's right to know about social and environmental issues; to be part of conversations and possible solutions; to have their ideas and contributions valued; to seek solutions with others in order to be able to take meaningful action. The article explores the notion that when the rights of young children are respected, they are confident advocates for the environment and for a more sustainable world.

show abstract

“…D. coursework in curriculum studies, my academic interests and desire to engage in critical perspectives influenced by Western postmodern curriculum theory (Cary, 2006;Hyun, 2006a;Slattery, 1995) caused me to become more outspoken about the issue of unfair treatment of people in learning and in life, usually framed by male-dominant hierarchical culture-doings, not to mention the adultcentric nature of such culture-doings (e.g., Hyun, 2005). From a traditional Korean cultural perspective, outspokenness in a female may easily be interpreted as socially aggressive behavior, stigmatized among Korean women, especially well-educated, thus well-behaved Korean women from traditional families: It is a cultural confinement.…”

Section: The Turning Pointmentioning

confidence: 99%