Close Encounters with Nature in an Urban Kindergarten: A Study of Learners' Inquiry and Experience

Autor/in	Ghafouri, Farveh
Titel	Close Encounters with Nature in an Urban Kindergarten: A Study of Learners' Inquiry and Experience
Quelle	In: Education 3-13, 42 (2014) 1, S.54-76 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2011.642400
Schlagwörter	Foreign Countries; Grounded Theory; Urban Areas; Kindergarten; Learning Experience; Outdoor Education; Environmental Education; Learner Engagement; Qualitative Research; Reggio Emilia Approach; Observation; Preschool Teachers; Young Children; Teacher Attitudes; Interviews; Questionnaires; Parent Attitudes; Childhood Attitudes; Death; Animals; Field Trips; Student Role; Teacher Role; Canada + Suchen Sie Ihr Suchwort? Ausland; Urban area; Stadtregion; Lernerfahrung; Freiluftunterricht; Umweltbildung; Umwelterziehung; Umweltpädagogik; Qualitative Forschung; Reggio-Pädagogik; Beobachtung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Lehrerverhalten; Interviewing; Interviewtechnik; Fragebogen; Elternverhalten; Sterbefall; Tod; Todesfall; Animal; Tier; Tiere; Exkursion; Lehrerrolle; Kanada
Abstract	This article reports on the findings of a recent qualitative grounded theory research study in a metropolitan area in the south-east of Canada examining one junior/senior kindergarten classroom's engagement with nature. It focuses on the role of the learners, the children and the teacher, in co-constructing two very different learning experiences. The findings suggest that when learners play an agentive role in constructing their own learning experience and are involved emotionally as well as cognitively, the level of engagement would be deeper, richer and more sustained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10