LEADER 03980nam 22006015 450 001 9910410018303321 005 20230822192654.0 010 $a3-319-67286-X 024 7 $a10.1007/978-3-319-67286-1 035 $a(CKB)4100000010672211 035 $a(MiAaPQ)EBC6134199 035 $a(DE-He213)978-3-319-67286-1 035 $a(Au-PeEL)EBL6134199 035 $a(OCoLC)1145579681 035 $a(EXLCZ)994100000010672211 100 $a20200313d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aResearch Handbook on Childhoodnature $eAssemblages of Childhood and Nature Research /$fedited by Amy Cutter-Mackenzie-Knowles, Karen Malone, Elisabeth Barratt Hacking 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (298 illus., 267 illus. in color. eReference.) 225 1 $aSpringer International Handbooks of Education,$x2197-196X 311 $a3-319-67285-1 327 $aIntroduction -- Section One: ChildhoodNature Theoretical Perspectives -- Section Two: ChildhoodNature Research Methodologies -- Section Three: Cultural, Political and Ethical Perspectives of ChildhoodNature -- Section Four: ChildhoodNature, the Anthropocene & the crisis of Sustainability -- Section Five: ChildhoodNature Significant Life Experience -- Section Six: ChildhoodNature Ecological Systems -- Section Seven: ChildhoodNature Animal Relations -- Section Eight: ChildhoodNature Pedagogies & Place -- Section Nine: ChildhoodNature Ecological Aesthetics & the Learning Environment -- Conclusion -- ChildhoodNature Companion. 330 $aThis handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: ? Opening up spaces for Childhoodnature researchers; ? Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ?Childhoodnature? reflects the editors? and authors? underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature. . 410 0$aSpringer International Handbooks of Education,$x2197-196X 606 $aEarly childhood education 606 $aEducation and state 606 $aEnvironment 606 $aEarly Childhood Education 606 $aEducational Policy and Politics 606 $aEnvironmental Sciences 615 0$aEarly childhood education. 615 0$aEducation and state. 615 0$aEnvironment. 615 14$aEarly Childhood Education. 615 24$aEducational Policy and Politics. 615 24$aEnvironmental Sciences. 676 $a372.21 702 $aCutter-Mackenzie-Knowles$b Amy$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMalone$b Karen$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBarratt Hacking$b Elisabeth$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410018303321 996 $aResearch Handbook on Childhoodnature$91914906 997 $aUNINA