Just being outside doesn’t always guarantee a connection to the natural world. An awareness of the environment needs to be embedded within the curriculum, and with climate change and sustainability being such important and urgent issues, this book is a timely and much needed resource for early years and primary educators.
Introducing nature pedagogy - an approach that seeks to respect and support the rights of children and the planet together. Nature pedagogy encourages all educators to embrace eco-logical choices and to use nature as the location, resource and context for learning. The author draws on international research and case studies to offer a way forward, to embed green teaching and a nature-based pedagogy in practice and transform teaching with young children.
Just being outside doesn’t always guarantee a connection to the natural world. An awareness of the environment needs to be embedded within the curriculum, and with climate change and sustainability being such important and urgent issues, this book is a timely and much needed resource for early years and primary educators.
| About the author |
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ix | |
| Acknowledgements |
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xi | |
| Introduction |
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1 | (4) |
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1 Why do we need nature pedagogy? |
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5 | (10) |
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Sustainability as an approach to care and education |
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6 | (2) |
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Perceptions of the natural world |
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8 | (3) |
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Understanding the issues that we face as global professionals |
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11 | (4) |
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2 Nature pedagogy - a definition |
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15 | (18) |
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The vision of a sustainable nature-based pedagogy |
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16 | (1) |
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Existing work on outdoor play and learning |
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16 | (6) |
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An approach to learning with nature |
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22 | (11) |
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33 | (20) |
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36 | (5) |
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41 | (1) |
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Culturally perceived nature |
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42 | (1) |
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42 | (1) |
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Inside, outside and beyond |
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43 | (4) |
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Reductionist views of nature |
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47 | (1) |
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Metaphysics and Indigenous knowledge |
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48 | (1) |
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Patterns and connections in the natural world |
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49 | (2) |
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Tensions within nature-based models of education |
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51 | (2) |
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4 Being with nature in a relational way |
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53 | (20) |
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54 | (2) |
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Tensions of being with nature |
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56 | (1) |
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Being with nature as the `other' |
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57 | (2) |
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Being with nature sustainably |
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59 | (3) |
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Being with nature in spirit |
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62 | (4) |
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Being with nature in an integrated way |
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66 | (7) |
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5 Values and principles in practice |
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73 | (20) |
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Exploring values and principles |
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74 | (2) |
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76 | (1) |
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77 | (16) |
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6 Sustainability as an approach to care and education |
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93 | (14) |
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94 | (8) |
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102 | (1) |
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102 | (5) |
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7 Implications for practice |
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107 | (16) |
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Development of dynamic planning and programming |
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108 | (6) |
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Development of holistic thinking |
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114 | (2) |
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Development of professional status |
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116 | (3) |
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Increase global accessibility |
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119 | (2) |
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121 | (2) |
| Bibliography |
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123 | (12) |
| Index |
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135 | |
Dr Claire Wardens approach to nature-based, child led pedagogies has earned her international recognition as a pioneer in educational thinking. She is a multiple award-winning author with over 15 books to her credit. She has been recognised for her original contribution in the field of education for her thesis The Creation and Theorisation of Nature Pedagogy and was awarded her PhD in 2019. Her inspirational research and approach to experiential learning has developed through a variety of experiences including primary teaching, advisory work, lecturing in further education and development of the award winning Auchlone Nature Kindergarten in Scotland. She was awarded an international award of Exceptional Master Leader for her work on participatory planning through the Floorbooks Approach.
Claire works with governments and associations around the world to create high quality nature-based models of education learning with nature inside, outside and beyond. Her philanthropic work includes international advisor to the Children and Nature Network, World Forum Foundation, International School Grounds Group and is the founder of Living Classrooms CIC that runs the Virtual Nature School and the International Association of Nature Pedagogy.
Lisainfo e-raamatute kohta