Recognizing the Child as Knowledgeable Other: Intergenerational Learning Research to Consider Child-to-Adult Influence on Parent and Family Eco-Knowledge

Autor/inn/en	Istead, Laura; Shapiro, Bonnie
Titel	Recognizing the Child as Knowledgeable Other: Intergenerational Learning Research to Consider Child-to-Adult Influence on Parent and Family Eco-Knowledge
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2013.851751
Schlagwörter	Environmental Education; Intergenerational Programs; Literature Reviews; Children; Mothers; Foreign Countries; Parent Child Relationship; Influences; Childhood Attitudes; Parent Attitudes; Interviews; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Child; Kind; Kinder; Mother; Mutter; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Influence; Einfluss; Einflussfaktor; Elternverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Kanada
Abstract	This article presents a review of current research used to shape and guide an investigation into the nature of the influence of children as agents of intergenerational learning in environmental studies. Five children and their mothers were interviewed regarding their views about children's influences on parent and family eco-knowledge and behavior. Four of the five children and four of the five parents interviewed referred to positive child-to-adult influence. Use of effective communication strategies and examples of new knowledge and action were cited as evidence of influence. Approaches to support intergenerational learning are discussed and areas for future research are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10