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International perspectives on early childhood teacher education in the 21st century / / edited by Wendy Boyd and Susanne Garvis
| International perspectives on early childhood teacher education in the 21st century / / edited by Wendy Boyd and Susanne Garvis |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (274 pages) |
| Disciplina | 371.8211 |
| Soggetto topico |
Teaching and Teacher Education
Early childhood education Educació infantil |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-5739-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Introduction -- Contents -- Contributors -- 1 Getting It Right for Early Childhood Teacher Programs in Australia -- Introduction -- Current Policies for Early Childhood Teacher Education -- Research on Early Childhood Teacher Education -- The Structure of Early Childhood Teacher Degrees -- Assessment and Accrediting Authorities -- Professional Experience Within the Early Childhood Teacher Degree -- The Duration of Professional Experience -- The Supervision and Mentoring of Students -- The Structure of the Professional Experience -- The Quality of the Early Childhood Placement -- The Status of Early Childhood Education -- Conclusion: Getting It Right for Early Childhood Teacher Programs -- References -- 2 Early Childhood Teacher Education in Canada: Challenges and Opportunities -- Introduction to the Canadian Context -- The British Columbian Context -- Professional Identity Development -- Learning Within Communities of Practice -- Recent Government Initiatives -- Peer-Mentoring Project -- Project Structure -- Professional Development Within the Community of Practice -- Weekly Meetings -- Peer-Mentoring Model -- Agency -- The Role of the Facilitator -- New Directions -- Conclusion -- References -- 3 Contemporary Early Childhood Education and Care Teacher Training in China -- Introduction -- Present Status of ECEC Teachers' Training and Development -- Current Policies for ECEC Teacher Education -- Identification and Acquisition of ECEC Teacher Qualification -- The Cultivation and Training of ECEC Teachers -- Problems of Early Childhood Education and Care Teacher Training in China -- Measures and Suggestions for Improvement -- Chapter Summary -- References -- 4 Early Childhood Teacher Education in Contemporary Times -- Introduction -- Childhood Education Teacher Education Programmes -- Early Childhood Team -- Team Philosophy.
Student's Role in the Programme -- Age and Developmental Focus -- Program Accreditation -- WSCUC Accreditation -- Australian Children's Education and Care Quality Authority (ACECQA) -- Fiji Higher Education Commission (FHEC) -- Cultural Values -- Teaching Resources -- Policies -- Additional Requirements -- Practical, Clinical or Work Experience -- Advanced Standing -- Period of Candidature -- Course Requirements -- Award of the Degree -- Exit Pathway -- Professionalism -- Common Problems Associated with ECEC -- Staffing (Shortages and Over-Supply) -- Other Issues and Challenges -- Dismantling of Mindset -- Copycat Mentality -- Culture Sensitive Pedagogy -- Moral or Values Education -- Professional Development -- Qualification -- Monitoring and Evaluation -- Conclusion -- References -- 5 The Role of Early Childhood Teachers in Finnish Policy Documents-Training Teachers for the Future? -- Introduction to the Finnish ECEC System -- The Concept of Finnish Early Childhood Education -- ECEC Teacher Training in Finland -- Educating Teachers for the Future? -- Research Question -- Data -- Systematic Content Analysis as Method -- Results -- Knowledge Areas of Future Teachers -- Teachers as Creative and Active Agents -- Teachers' Life-Long Learning, Individual and Organisational Expertise -- Conclusion -- References -- 6 Early Childhood Teacher Education in Germany-Insights into Traditions, Reforms and Current Challenges -- Introduction -- The Beginning of Early Childhood Teacher Education in Germany-Social and Educational Roots -- Vocational Training and Its Criticism -- The Beginning of Academization -- Conclusion and Outlook -- References -- 7 Ireland's Reform Agenda: Transforming the Early Childhood Education and Care Sector into One of the Best in the World -- Introduction -- National Framework of Qualifications. Early Childhood Teacher Mandatory Qualifications -- Early Childhood Education and Care Governance -- Early Childhood Care and Education Scheme Qualification Requirements -- Reform of ECEC Awards -- Teaching Staff and Supervision Requirements -- Teacher Registration -- Transforming the Irish ECEC Sector into One of the Best in the World -- Conclusion -- References -- 8 Current Trends and Challenges for Early Childhood Teacher Education in Japan -- Current Policies in Japanese ECEC -- The System of Japanese ECEC and Teacher Licenses -- Kindergarten Teacher (Yochien-kyoyu) -- Nursery Teacher (Hoikushi) -- Teachers Working in the Integrated Certified Child Center (Hoiku-kyoyu) -- Expectations for ECEC Teachers in Japan -- Teacher Education System in Japan -- Types of Teacher Education Institutions -- Who Can Teach in Early Childhood Teacher Education Programs -- Kindergarten and Nursery Teacher Education Accreditation System -- Research and Policymaking for ECTE in Japan -- Reports by the Central Council for Education and its Subcommittees -- The National Government's Initiatives of ECEC Research on Pedagogy and Teacher Education -- Implications of the Results from the OECD Starting Strong Survey 2018 (The Starting Strong Teaching and Learning International Survey: TALIS) -- Summary and Future Directions -- References -- 9 Early Childhood Teacher Education in New Zealand: Facts, Values, and Uncertainties -- Milestones in the History of Early Childhood Teacher Education in NZ: Values and Tradition -- Current Policies and Practices in Early Childhood Teacher Education in NZ: Quality Assurance and Accountability -- Future Direction of Early Childhood Teacher Education in NZ: Conundrums and Uncertainties -- References -- 10 Early Childhood Teacher Education Programs in the Republic of the Marshall Islands -- Introduction -- National Context. Current Status in ECEC Teacher Education -- Certificate IV in Training and Assessment for Lead Teachers and/or School Mentors -- Diploma in ECEC (DECED) Program -- The Quality Pedagogical Framework (QPF) -- Bachelor of Arts in Elementary Education (BAEE) Courses That Have QPF Components -- Staffing for Early Childhood Teachers -- Teacher Qualifications and Registrations -- Professional Learning -- Summary -- Appendix -- References -- 11 Development of Preschool Teacher's Competences as a Way to Increase the ECE Quality -- Introduction -- Overview on the State of Preschool Education System in Russia -- Overview on the State of Preschool Teacher Training System in Russia -- The National Monitoring of ECE Quality: What Are the Benchmarks for Teachers' Qualification and Process Quality? -- The Focus of the Study of Professional Development Opportunities -- In-Service Training Project -- Reflection as a Key Direction of Changes -- General Outcome of Preschool Education -- Types of Tasks for Professional Reflection Development -- Principles of In-Service Teacher Training -- The Model of the In-Service Teacher Training -- Analysis of the Effectiveness of the Development of Professional Reflection Tools -- Implications -- General Conclusions -- References -- 12 A Competent Workforce. Reflections on Shifts and Transformations in Swedish Early Childhood Teacher Education -- Introduction -- The Origin and Development of Preschool and Preschool Teacher Education -- Labour Market Policy-The 1968 Government Inquiry on Childcare -- Academisation of Preschool Teacher Education 1977 -- The 2001 Reform: "To Lead and to Learn-A Unified Teacher Education for Cooperation and Development" -- The 2011 Reform: "A Sustainable Teacher Education" -- Summary -- Discussion-Professional Competence and Qualification of the ECEC Workforce in Times of Change -- Conclusion. References -- 13 Early Childhood Teacher Education in Turkey: Description, Research and Problems -- Introduction -- A Brief History of Early Childhood Teacher Education in Turkey -- Main Characteristics of Teacher Education Programs in Turkey -- Being Selected as Pre-service Teachers to Education Faculties -- The ECTE Program -- Evaluation of Prospective Early Childhood Educators in Teacher Education Programs -- Working Opportunities and Conditions of ECTE Graduates -- Summary -- References -- 14 Early Childhood Teachers and Teaching in the UK -- Introduction -- A Snapshot of the United Kingdom: The Context -- Current Policies for Early Childhood Education and Care Teacher Education in the United Kingdom -- England -- Northern Ireland -- Scotland -- Wales -- Research on Early Childhood Teacher Education in the UK -- Summary -- References -- 15 Early Childhood Education and Care in Vietnam: From Confucianism to 21st Century Reforms in Curriculum and Training -- Introduction -- Governance of Early Childhood Care and Education in Vietnam -- Early Childhood Education and Care Curriculum Reform -- The Traditional Approach to Early Childhood Education and Care Teacher Education -- Issues in ECECTE's Curriculum -- Issues in ECECTE's Training -- Reforms of Early Childhood Education and Care Teacher Education and Professional Training -- Reforms in ECEC Teacher Education -- Vietnam Qualifications Framework 2016 -- Seven-Year Vision for ECEC in Vietnam 2018-2025 -- New Education Law 2019 -- Reforms in ECEC Teacher' Continuous Professional Development -- Vietnamese Registration for Early Childhood Education and Care Teachers and Settings in the Public System of Education -- Vietnamese ECEC Teacher Registration Process -- Vietnamese ECEC Settings Registration Process -- Vietnamese ECEC Teacher's Workforce Issues -- Conclusion -- References. 16 Early Childhood Education and Care in Zambia: ECE Provision and Teacher Education. |
| Record Nr. | UNINA-9910506399503321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Re-Imagining Teaching Improvement : From Early Childhood to University
| Re-Imagining Teaching Improvement : From Early Childhood to University |
| Autore | Lynch David |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (382 pages) |
| Altri autori (Persone) |
YeighTony
BoydWendy |
| ISBN | 981-9977-46-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Editor -- 1 Introduction to Re-imagining Teaching Improvement -- 1.1 A Changing World that Challenges the Traditions of Education -- 1.2 Prefiguring the Chapters of This Book -- 1.3 Part 1: Re-Imagining Teaching Improvement in Primary/Secondary Schools -- 1.4 Part 2: Re-Imagining Teaching Improvement at the Tertiary and Early Childhood Level -- References -- Part I Re-imagining Teaching Improvement in Primary/Secondary Schools -- 2 Developing an Association-Wide Professional Learning Network for Secondary Mathematics Teachers: A Narrative of a Three-Year Research Project -- 2.1 Synopsis -- 2.2 Leading up to the Project -- 2.2.1 About MANSW and the Annual Surveys -- 2.3 Forming the Research Partnership -- 2.3.1 Research Services Agreement (RSA) -- 2.4 The First Year -- 2.4.1 Theoretical Framework -- 2.4.2 On-the-Ground Implementation -- 2.4.3 COVID-19 -- 2.4.4 Online Support System -- 2.5 The Second Year -- 2.5.1 Fogg Behavioural Model -- 2.5.2 Reviewing the OSS -- 2.5.3 Implementation of a Plan -- 2.6 The Third Year -- 2.6.1 Pivoting the Project -- 2.6.2 Implementing the Pivot -- 2.7 Emerging Impact and Future Research -- 2.8 Recommendations for Working as a Partnership -- 2.8.1 Recommendation 1: Be Flexible and Adaptive -- 2.8.2 Recommendation 2: Have a Team of Varied Expertise -- 2.8.3 Recommendation 3: Take Time to Determine the Required Skill Sets -- 2.8.4 Recommendation 4: Develop a Robust Relationship Within the Partnership -- 2.8.5 Recommendation 5: Have a Core Group with Regular Meetings -- 2.9 Summary -- References -- 3 Re-imagining Pedagogical Approaches to Support Student Engagement in Secondary Schools -- 3.1 Student Engagement -- 3.1.1 Teachers and Student Engagement -- 3.1.2 Implementation of Effective Pedagogies to Support Engagement.
3.1.3 Prior Research into Teachers' Understandings of Student Engagement -- 3.2 The Study -- 3.3 The Findings -- 3.3.1 What Are Secondary Teachers' Understandings of Student Engagement? -- 3.3.2 To Which Dimensions of Student Engagement Do Secondary Teachers Attribute More Importance? -- 3.3.3 How Do Secondary Teachers' Understandings of Student Engagement Align with Their Classroom Practice? -- 3.4 How Can Teachers and Schools Improve Student Engagement in the Secondary Classroom? -- 3.5 Chapter Summary -- References -- 4 Collaboration for Primary Teaching Improvement: The Relational Aspects of Close Co-teaching -- 4.1 Introduction -- 4.2 The Intrapersonal and Interpersonal Aspects of Teacher Collaboration -- 4.3 Levels of Collaboration -- 4.4 Close Co-teaching -- 4.5 Innovative Learning Environments, Co-teaching and Collaboration -- 4.6 Literature Review: Teacher Views on Collaboration and Co-teaching -- 4.7 Theoretical Framework: Relational Trust -- 4.8 Methodology -- 4.8.1 Method -- 4.8.2 Participants and Setting -- 4.8.3 Data Collection -- 4.9 Data Analysis -- 4.10 Results -- 4.10.1 Relationships and Shared Work -- 4.10.2 Changes and Challenges -- 4.10.3 Gains and Losses -- 4.11 Discussion -- 4.12 Limitations and Recommendations -- 4.13 Impact Potential -- 4.14 Summary and Conclusions -- References -- 5 Adaptive Solutions for Teaching Improvement in Complex K-12 Situations -- 5.1 The Global Talent Initiative (GTI) -- 5.1.1 Global School Community -- 5.1.2 School Leadership and Talent Management -- 5.1.3 Community of Practice -- 5.1.4 Adaptive Solutions -- 5.2 Indigenous Schooling Trends in Australia -- 5.3 The GTI in Action -- 5.4 So, What Can We Take from the GTI as a Program for Improvement? -- References -- 6 Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Primary/Secondary Teachers. 6.1 Background and Introduction -- 6.1.1 Out-of-Field and Non-specialist Teachers of Mathematics -- 6.1.2 Mathematical Knowledge for Teaching -- 6.1.3 Interest in Mathematics -- 6.1.4 Mathematics Anxiety -- 6.1.5 Teacher of Mathematics Identity -- 6.2 The Cycle of Engagement with Mathematics -- 6.3 Step 1: Dealing with Mathematics Anxiety -- 6.3.1 Relaxation-Based Strategies -- 6.3.2 Cognition-Based Strategies -- 6.3.3 Mathematics Content-Based Strategies -- 6.4 Step 2: Increasing Interest, Enthusiasm, and Motivation for Mathematics -- 6.4.1 Self-determination Theory -- 6.4.2 Models of Interest Development -- 6.4.3 Relevance -- 6.4.4 Belonging -- 6.5 Step 3: Build Mathematical Knowledge for Teaching -- 6.6 Chapter Summary -- References -- Part II Re-imagining Teaching Improvement at the Tertiary/Early Childhood Level -- 7 Education as a Consilient Problem: Initial Teacher Education (ITE) and the Left-Right Spectrum (LRS) in Times of Disruption -- 7.1 Education's Consilient Problem -- 7.1.1 Disrupted Teacher Identities -- 7.1.2 The Left-Right Spectrum (LRS) -- 7.2 Teacher Identity and the LRS -- 7.3 A Survey of Preservice Teacher (PST) Identities -- 7.3.1 Background and Context -- 7.3.2 Methodology -- 7.4 Results and Analysis -- 7.5 Discussion -- 7.5.1 Teacher Identities and the Issues of Social Disruption -- 7.5.2 Teacher Identities and the LRS -- 7.5.3 Teaching and Learning About the LRS -- 7.6 Conclusion -- References -- 8 A Big Little Window (BLW) for Teacher Training: A Frame for Teaching and Thinking Through Disruption -- 8.1 Introduction -- 8.1.1 Education Disrupted -- 8.1.2 The Problem with Education -- 8.1.3 Teacher Development and Improvement -- 8.1.4 Maps, Models and Metaphors -- 8.2 The Big Little Window (BLW) -- 8.2.1 Introduction to BLW -- 8.2.2 Dynamics and Dimensions of BLW -- 8.2.3 Process and Application -- 8.2.4 Summary. 8.3 The Big Little Window (BLW) in an Educational Philosophy Unit -- 8.3.1 Background and Context -- 8.3.2 Process: Description of Application of the BLW -- 8.3.3 Results and Reflections: Illustrations of Learner Engagement with the BLW -- 8.4 Conclusion -- References -- 9 A Vision for High Quality Early Childhood Education and Care -- 9.1 Introduction -- 9.1.1 Investment in Quality Early Childhood -- 9.1.2 Early Childhood Teacher Education Programs -- 9.2 Summary of Preparing ECTs -- 9.3 Case Study Investigating ECTs' Perspectives of Study -- 9.3.1 Approach to Research Design -- 9.3.2 Methodology -- 9.3.3 Participants -- 9.3.4 Data Collection and Analysis -- 9.3.5 Findings -- 9.3.6 Discussion of Findings -- 9.4 Synthesis and Recommendations -- 9.4.1 Chapter Summary -- References -- 10 Refining Mentor Teachers' Feedback Towards Improving Preservice Teachers' Practice -- 10.1 Introduction -- 10.2 Theoretical Frameworks -- 10.3 Research Design -- 10.4 Findings and Discussion -- 10.4.1 Cohort 1: Questions Asked During Role-Play of Feedback Session -- 10.4.2 Cohort 2: The REF Scaffold -- 10.5 Implications Emerging from This Research -- 10.6 Limitations and Further Research -- 10.7 Chapter Summary -- References -- 11 Using Academic Skills to Improve Teaching -- 11.1 Introduction -- 11.2 Context -- 11.3 Academic Language and Learning -- 11.4 Method -- 11.5 Findings -- 11.5.1 Profile of Students Attending Academic Skills -- 11.5.2 Performance of These Students -- 11.5.3 Support from Student Voice -- 11.6 Discussion -- 11.7 Limitations and Conclusion -- References -- 12 Improving ITE Training by Developing Guidelines for the Role of In-School Coordinators Before, During and After Professional Experience -- 12.1 Introduction -- 12.2 Literature Review -- 12.3 Context of the Study -- 12.4 Theoretical Framework -- 12.4.1 Interpretivist Paradigm. 12.4.2 Socio-cultural Theory -- 12.4.3 Case Study Methodology -- 12.4.4 Conceptual Framework -- 12.5 Research Design -- 12.6 Results and Discussion -- 12.6.1 Participant Demographics -- 12.6.2 In-School Coordinator Practices -- 12.6.3 Before the Professional Experience -- 12.6.4 During the Placement -- 12.6.5 Conclusion of the Placement -- 12.7 Findings and Recommendations -- 12.8 Limitations and Further Research -- 12.9 Conclusion -- References -- 13 Using Student Voice to Improve the Quality of Tertiary Teaching -- 13.1 Introduction -- 13.2 A Planning day Scrum Project -- 13.3 Student Voice -- 13.4 Your Voice Matters!-Phase 1 Pilot Study -- 13.5 Phase 2: Expanded University-Wide Online Qualtrics Survey -- 13.6 Results -- 13.7 Question 3: What isn't Going so Well? -- 13.7.1 Teaching Delivery of Unit -- 13.7.2 Feedback and Marking -- 13.7.3 Lecturer/Tutor Related -- 13.8 Unit-Course Offerings -- 13.8.1 Face-to-Face Contact Request -- 13.8.2 Support-Not Feedback -- 13.8.3 Workloads-Student -- 13.8.4 Practicum-Placement -- 13.9 Unit/Course Offerings -- 13.9.1 Flexibility of Course Structure -- 13.10 Communication University-Wide -- 13.10.1 Absence of Communications -- 13.10.2 Positive Responses -- 13.11 Teaching and Delivery of Content -- 13.11.1 Assessments and Feedback -- 13.11.2 Content Related Including Lecturer/Tutor Comments -- 13.11.3 Support -- 13.11.4 Practicum -- 13.11.5 Flexibility and Unit-Related -- 13.12 Social and Emotional Wellbeing -- 13.12.1 Better Communication -- 13.13 Course Structure and Flexibility of Availability -- 13.14 Positive Responses -- 13.15 Discussion -- References -- 14 Using Self-Determined Learning to Improve Teacher Professional Learning -- 14.1 Background and Introduction -- 14.1.1 The Characteristics of Online Professional Learning -- 14.2 The Research -- 14.2.1 Data Analysis -- 14.2.2 Quantitative Analysis. 14.2.3 Qualitative Analysis. |
| Record Nr. | UNINA-9910799251603321 |
Lynch David
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| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Touchstones for Deterritorializing Socioecological Learning : The Anthropocene, Posthumanism and Common Worlds as Creative Milieux / / edited by Amy Cutter-Mackenzie-Knowles, Alexandra Lasczik, Judith Wilks, Marianne Logan, Angela Turner, Wendy Boyd
| Touchstones for Deterritorializing Socioecological Learning : The Anthropocene, Posthumanism and Common Worlds as Creative Milieux / / edited by Amy Cutter-Mackenzie-Knowles, Alexandra Lasczik, Judith Wilks, Marianne Logan, Angela Turner, Wendy Boyd |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 |
| Descrizione fisica | 1 online resource (305 pages) |
| Disciplina | 304.2 |
| Soggetto topico |
Environmental education
Art education Alternative Education Curriculums (Courses of study) Education—Curricula Environmental and Sustainability Education Creativity and Arts Education Curriculum Studies |
| ISBN | 3-030-12212-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword; Brian Wattchow -- Chapter 1. Touchstones for Deterritorializing the Socioecological Learning; A. Cutter-Mackenzie-Knowles, A. Lasczik, M. Logan, J. Wilks, A. Turner, W. Boyd -- Chapter 2. Posthumanist Learning: Nature as Event; T. Young, A. Cutter-Mackenzie-Knowles -- Chapter 3. The socioecological (un)learner: Unlearning binary oppositions and the wicked problems of the Anthropocene; R. Adam, H. Whitehouse, R.B. Stevenson, P. Chigeza -- Chapter 4. The Risky Socioecological Learner; J. Wilks, A. Turner, B. Shipway -- Chapter 5. 'It is not a question of either/or, but of 'and...and'': The socioecological learner as learner-teacher-researcher; W.E Boyd -- Chapter 6. The Socioecological Learner in Big History: Post-Anthropocene Imageries; M. Ahearn. A. Cutter-Mackenzie-Knowles and W. Boyd -- Chapter 7. Site/sight/insight: Becoming a socioecological learner through collaborative artmaking practices; D. Rousell, A. Lasczik, R. Irwin, J. Peisker, D. Ellis and K. Hotko -- Chapter 8. De-imagining and reinvigorating learning with/in/as/for community, through self, other and place; M. Osborn, S. Blom, H. Widdop Quinton, C. Aguayo -- Chapter 9. Socioecological Learners as Agents of Change: A Posthumanist perspective; M. Logan, J. Russell, F. Khatun -- Chapter 10. Un/Folding Socioecological Learning: An Aesthetic Portrayal; A. Lasczik and A. Cutter-Mackenzie-Knowles; Afterword: Green shoots in the shadow; Judith McNeill. |
| Record Nr. | UNINA-9910366623603321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Young Children's Play and Environmental Education in Early Childhood Education / / by Amy Cutter-Mackenzie, Susan Edwards, Deborah Moore, Wendy Boyd
| Young Children's Play and Environmental Education in Early Childhood Education / / by Amy Cutter-Mackenzie, Susan Edwards, Deborah Moore, Wendy Boyd |
| Autore | Cutter-Mackenzie Amy |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (95 p.) |
| Disciplina | 372.21 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Child development
Sustainable development Early Childhood Education Sustainable Development |
| ISBN | 3-319-03740-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. A Challenge for Early Childhood Environmental Education?; Amy Cutter-Mackenzie & Susan Edwards -- 2. Play-based Learning in Early Childhood Education; Deborah Moore & Susan Edwards -- 3. Environmental Education and Pedagogical Play in Early Childhood Education; Susan Edwards & Amy Cutter-Mackenzie -- 4. Jeanette: Pond Life; Amy Cutter-Mackenzie & Wendy Boyd -- 5. Josh: Small is Beautiful; Wendy Boyd & Amy Cutter-Mackenzie -- 6. Robyn: Worms Underground; Deborah Moore & Susan Edwards -- 7. A Challenge Reconsidered: Play-based Learning in Early Childhood Environmental Education; Susan Edwards & Amy Cutter-Mackenzie. |
| Record Nr. | UNINA-9910483886003321 |
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Cutter-Mackenzie Amy
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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