Learning with Indigenous wisdom in a time of multiple crises: embodied and emplaced early childhood pedagogies

Ritchie, Jenny; Phillips, Louise Gwenneth

doi:10.1080/00131911.2021.1978396

Cited by 11 publications

(8 citation statements)

References 43 publications

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“…Cultural transmission occurs through social interaction, instruction, and participation in cultural activities within a community. For example, in Indigenous communities, storytelling transmits cultural values, traditions, and historical narratives from elders to younger generations (Riquelme Mella et al, 2023;Ritchie & Phillips, 2023). Similarly, cultural transmission occurs in immigrant communities through rituals, celebrations, and familial practices reinforcing cultural identity and heritage.…”

Section: Cultural Transmissionmentioning

confidence: 99%

“…Similarly, cultural transmission occurs in immigrant communities through rituals, celebrations, and familial practices reinforcing cultural identity and heritage. Moreover, cultural transmission extends to the digital world, where social media platforms and online communities facilitate the sharing of cultural knowledge and experiences among diverse groups (Baheretibeb & Whitehead, 2024;Gaias et al, 2022;Riquelme Mella et al, 2023;Ritchie & Phillips, 2023).…”

Section: Cultural Transmissionmentioning

confidence: 99%

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Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

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The present scoping review examines the significance of sociocultural perspectives in early childhood education (ECE), exploring implications for practice, policy, and research. Rooted in the work of Lev Vygotsky, sociocultural theory provides a framework for understanding the complex interactions between children and their social environments and considering cultural contexts. The significance of sociocultural perspectives in early childhood education cannot be overstated, directly impacting the inclusivity and effectiveness of educational practices, recognizing that each child's learning is deeply influenced by their cultural background, which shapes their experiences and interactions. Additionally, as societies become increasingly multicultural, the ability to incorporate and respect different cultural values within educational settings is crucial for fostering mutual respect and understanding among young learners. The review explores key concepts such as social interaction, language development, and the Zone of Proximal Development (ZPD), highlighting their role in shaping children's learning and development. Furthermore, it discusses the challenges and considerations in implementing sociocultural approaches, including addressing cultural biases, balancing individual and collective learning needs, and overcoming limited resources and institutional barriers. The review also accentuates the importance of integrating sociocultural approaches into ECE curricula, promoting Culturally Responsive Teaching (CRT) practices, and building partnerships with families and communities. Future research directions include exploring innovative approaches to sociocultural practices, examining the long-term impacts of sociocultural interventions, and addressing gaps in existing literature. Overall, sociocultural perspectives in ECE can create more equitable and inclusive learning environments, empowering all children to thrive and reach their fullest potential.

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Section: Cultural Transmissionmentioning

confidence: 99%

Section: Cultural Transmissionmentioning

confidence: 99%

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

2024

JCSD

View full text Add to dashboard Cite

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“…You will also be able to collaborate with your peers and teachers through online forums, chats, and feedback. E-learning module is suitable for high school students who are interested in STEM and local wisdom [48][49][50][51][52][53]. By completing this module, you will gain valuable knowledge and skills that will help you in your academic and personal growth.…”

Section: Practicality Of Teaching Modulesmentioning

confidence: 99%

Harmonizing Tradition, Science, and STEM Learning: Empowering Students' Creative Minds with Sound Waves and Local Wisdom

Putri,

Turaqulov

2022

Sch. Jo. Phs. Ed

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Purpose of the study: This research aims to develop a STEM module integrated with local kentongan wisdom in physics learning in sound wave material that is feasible, effective and practical to use and can improve students' creative thinking abilities. Methodology: This research uses a Research and Development (R & D) design with the Hannafin and Peck model, which is a product-oriented learning model. The stages in this design model consist of the needs analysis stage, design stage, and development and implementation stage, where each stage is assessed and evaluated. Main Findings: The feasibility of the teaching module was obtained from validation data from 3 expert validators and 3 practitioner validators. Validation shows that it is very valid in the syllabus, lesson plans, test instruments and media. Meanwhile, the module is in the valid category. The reliability of the teaching module with an average of 90.54% shows that all components assessed are in the reliable category. The practicality of the teaching module is obtained from the results of the teacher's response, the implementation of learning is in the very practical category and the student's response is in the practical category. The effectiveness of the teaching module is based on the N-gain of students' generic chemical science skills, with an average N-gain of 79 in the very effective category. Novelty/Originality of this study: The novelty of this research is knowing the effectiveness of developing a STEM module integrated with local wisdom to improve students' creative thinking abilities on sound wave material.

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“…Indigenous knowledges recognise and respects the interdependence of humans, plants and animals with the Earth (Johnston, 2020; Sammel & Whatman, 2018). Indigenous knowledges about local plants, animals, landforms, forests, waterways and seasons are treasured, valued and respected and teach care for all living things and their connections with each other (Hansen & Horsfall, 2016; Ritchie & Phillips, 2021). This cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures has the potential to lead teachers to be informed by Indigenous botanical knowledges in relation to the land they with, in order to promote sustainable thinking in their students and develop a deeper respect for the country where they are located (Jackson-Barrett & Lee-Hammond, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers

Beasley

Hesterman

Lee-Hammond

2022

Aust. J. environ. educ.

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Environmental education across the early years has become increasingly important in Australia since the implementation of the Early Years Learning Framework and the Australian Curriculum. These documents promote a connection to nature for young children as well as environmental responsibility. In Western Australia, large areas of natural environments are bush spaces, accessible by young children, families and schools. There is no existing research investigating early childhood teacher’s knowledge of plants in these bush spaces and the utilisation of these spaces in teaching botany as part of their teaching practice. The discussion in this article examines part of a larger year-long multi-site case study of the changes in the botanical understanding of two early childhood teachers of children aged 5–8 years, in Western Australian schools both before and after the Mosaic Approach, botanical practices and Indigenous knowledges were incorporated into their teaching practice. This article focuses on the changes of botanical literacies of the early childhood teachers specifically. The findings suggest that using inquiry-based and place-based methods and including First Nations Peoples’ perspectives about plants whilst teaching in the bush can significantly increase the plant knowledge and understanding of teachers, as well their own scientific and botanical literacies.

show abstract

Learning with Indigenous wisdom in a time of multiple crises: embodied and emplaced early childhood pedagogies

Cited by 11 publications

References 43 publications

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends

Harmonizing Tradition, Science, and STEM Learning: Empowering Students' Creative Minds with Sound Waves and Local Wisdom

Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers

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