Creative Arts-Based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities

2013 ◽  
Vol 29 (2) ◽  
pp. 165-181 ◽  
Author(s):  
Kumara S. Ward
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Natural World ◽  
Education For Sustainability ◽  
Natural Environments ◽  
Embodied Experience ◽  
Childhood Education ◽  
Doctoral Research ◽  
The Arts

AbstractThis article showcases a creative approach to early childhood education for sustainability (ECEfS). It reports on the author's doctoral research program, which examined the effectiveness of arts-based pedagogies for exploring and understanding the natural world in an early childhood education program. Motivated by their existing commitment to education for sustainability (EfS), the participating educators used the arts for further exploration and understanding of the natural world in teaching and learning. They explored the role of the arts in knowledge production and embodied experience, and reinterpreted and built on their own funds of knowledge about their environment. The result was meaningful curriculum steeped in content about the natural environments that were local to the children and their educators. The findings further signify the challenges educators needed to overcome in order to intensify their connection with their own local environments, and the effect that this enhanced connection had on their capacity to reflect local natural environments in their programs with the children.

scholarly journals Imaginación, creatividad y aprendizaje por descubrimiento a través del arte en Educación Infantil / Imagination, creativity and discovery learning through art in early childhood education

2017 ◽  
Author(s):  
Jessica Rodríguez Cristino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Discovery Learning ◽  
Childhood Education ◽  
The Arts ◽  
Five Senses ◽  
Real Practice

Este artículo presenta una forma de aprendizaje a través del arte en la etapa de Educación Infantil. El arte es una herramienta crucial para lograr aprendizajes significativos y que perdurarán en  el recuerdo de los más pequeños a lo largo de toda su vida, porque ellos habrán sido los protagonistas de sus procesos de enseñanza y de aprendizaje. Se trata de desarrollar la creatividad de estos, la imaginación y la curiosidad mediante la experimentación, el aprendizaje por descubrimiento, la manipulación y el empleo de los cinco sentidos. El objetivo fundamental es presentar una manera diferente y atractiva de trabajar en las aulas cualquier contenido a través del arte mediante las “instalaciones artísticas” y formar a los educadores en ello. Una vez expuesta la parte teórica y fundamentada se presentará una investigación a través de las artes llevada a cabo durante tres meses en un aula de Infantil  de niños y niñas de entre 3 y 4 años de edad y cuya práctica real en dicho colegio llamado “Niña María” de Linares (Jaén) duró dos días. Finalmente, para concluir el trabajo se recogen  los resultados obtenidos.Imagination, creativity and discovery learning through art in early childhood educationThis article presents a way of learning through art in the kindergarten stage. Art is a crucial tool to achieve significant learning and that will last in the memory of the little ones throughout their lives because they have been the protagonists of their teaching and learning. It is about developing creativity of these, imagination and curiosity through experimentation, discovery learning, handling and use of the five senses. The main objective is to present a different and attractive way to work in the classroom any content through art by the “artistic installations” and train educators about it. Once exposed the theoretical and research based part through the arts held for three months in a classroom of children Children aged between 3 and 4 years old and whose real practice in that school will be presented called “Niña María” Linares (Jaén) lasted two days. Finally, to complete the work, the results obtained are presented. 

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

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