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  Subjects -> EDUCATION (Total: 1867 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (23 journals)
    - EDUCATION (1572 journals)
    - HIGHER EDUCATION (121 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (29 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1572 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal of Community Service Learning     Open Access  
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 3)
International Journal of Critical Pedagogy     Open Access   (Followers: 1)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 1)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 4)
International Journal of Development Education and Global Learning     Full-text available via subscription   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 19)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 10)
International Journal of Early Years Education     Hybrid Journal   (Followers: 10)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 11)
International Journal of Education and Literacy Studies     Open Access   (Followers: 4)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 3)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 15)
International Journal of Educational Psychology     Open Access   (Followers: 15)
International Journal of Educational Research     Hybrid Journal   (Followers: 27)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Elementary Education     Open Access  
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 9)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 12)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 10)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 9)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 8)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 21)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 9)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 3)
International Journal of Management Education     Hybrid Journal   (Followers: 7)
International Journal of Management in Education     Hybrid Journal   (Followers: 9)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 9)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 9)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 2)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 35)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 4)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 17)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 18)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 17)
International Journal of Research in Education Methodology     Open Access   (Followers: 9)
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 12)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 22)
International Journal of Science and Technology Education Research     Open Access   (Followers: 8)
International Journal of Science Education     Hybrid Journal   (Followers: 26)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 9)
International Journal of Servant-Leadership     Full-text available via subscription  
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 14)
International Journal of Sociology of Education     Open Access   (Followers: 5)
International Journal of Solution-Focused Practices     Open Access   (Followers: 2)
International Journal of STEM Education     Open Access   (Followers: 4)
International Journal of Sustainability in Higher Education     Hybrid Journal   (Followers: 13)
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 3)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 18)
International Journal of Training Research, The     Hybrid Journal   (Followers: 5)
International Journal on School Disaffection     Full-text available via subscription  
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 5)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 4)
International Review of Economics Education     Hybrid Journal   (Followers: 1)
International Review of Education     Hybrid Journal   (Followers: 5)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 15)
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal  
Investigaciones Sobre Lectura     Open Access  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Istawa : Journal of Islamic Education     Open Access  
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 3)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JEELS : Journal of English Education and Linguistics Studies     Open Access   (Followers: 1)
Jendela Olahraga     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 1)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Multicultural Education     Hybrid Journal   (Followers: 1)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 22)
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 6)
Journal of Academic Ethics     Hybrid Journal   (Followers: 4)
Journal of Academy of Dental Education     Hybrid Journal  
Journal of Access Policy and Practice     Full-text available via subscription  
Journal of Accounting and Business Education     Open Access   (Followers: 1)
Journal of Accounting Education     Hybrid Journal   (Followers: 6)
Journal of Adolescent & Adult Literacy     Full-text available via subscription   (Followers: 10)
Journal of Adult Development     Hybrid Journal   (Followers: 9)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 9)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 8)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 3)
Journal of Agricultural Education and Extension, The     Hybrid Journal   (Followers: 4)
Journal of Appreciative Education     Open Access  
Journal of Architectural Education     Hybrid Journal   (Followers: 9)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 1)
Journal of Behavioral Education     Hybrid Journal   (Followers: 3)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 5)
Journal of Biological Education     Hybrid Journal   (Followers: 1)
Journal of Business Ethics Education     Full-text available via subscription   (Followers: 3)
Journal of Case Studies     Open Access  
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 10)
Journal of Chemical Education     Full-text available via subscription   (Followers: 22)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 5)
Journal of Childhood Studies     Open Access  
Journal of Cognitive Education and Psychology     Full-text available via subscription   (Followers: 9)
Journal of College Student Development     Full-text available via subscription   (Followers: 6)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 1)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 4)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 12)
Journal of Contemporary Integrative Ideas     Open Access   (Followers: 1)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 2)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 23)
Journal of Creative Behavior     Hybrid Journal   (Followers: 10)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 6)
Journal of Curriculum and Instruction     Open Access   (Followers: 3)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 5)
Journal of Curriculum and Teaching     Open Access   (Followers: 3)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 14)
Journal of Curriculum Theorizing     Open Access  
Journal of Dance Education     Hybrid Journal   (Followers: 5)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 8)
Journal of Dental Education     Full-text available via subscription   (Followers: 1)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 7)
Journal of Distance Learning     Full-text available via subscription   (Followers: 16)
Journal of Diversity in Higher Education     Full-text available via subscription   (Followers: 11)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 10)
Journal of Early Intervention     Hybrid Journal   (Followers: 7)
Journal of Economic Education     Open Access  
Journal of Economic Education     Hybrid Journal   (Followers: 6)
Journal of Economics and Economic Education Research     Full-text available via subscription   (Followers: 1)
Journal of Education Action Research     Open Access  
Journal of Education Advancement & Marketing     Full-text available via subscription  
Journal of Education and e-Learning Research     Open Access   (Followers: 9)
Journal of Education and Educational Development     Open Access   (Followers: 1)
Journal of Education and Health Promotion     Open Access   (Followers: 4)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Learning     Open Access   (Followers: 11)
Journal of Education and Practice     Open Access   (Followers: 18)
Journal of Education and Research     Open Access   (Followers: 6)
Journal of Education and Training     Open Access   (Followers: 2)
Journal of Education and Training Studies     Open Access   (Followers: 2)
Journal of Education and Work     Hybrid Journal   (Followers: 13)
Journal of Education Finance     Full-text available via subscription  
Journal of Education for Business     Hybrid Journal  
Journal of Education for Students Placed at Risk (JESPAR)     Hybrid Journal   (Followers: 2)
Journal of Education for Sustainable Development     Hybrid Journal   (Followers: 9)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 16)
Journal of Education in New Century     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 17)
Journal of Education Research and Evaluation     Open Access  
Journal of Education Technology     Open Access  
Journal of Educational Administration     Hybrid Journal   (Followers: 6)
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational and Developmental Psychology     Open Access   (Followers: 16)
Journal of Educational and Psychological Consultation     Hybrid Journal  
Journal of Educational Change     Hybrid Journal   (Followers: 6)
Journal of Educational Computing Research     Full-text available via subscription   (Followers: 8)
Journal of Educational Development     Open Access   (Followers: 4)
Journal of Educational Innovation, Partnership and Change     Open Access   (Followers: 1)
Journal of Educational Issues     Open Access  
Journal of Educational Leadership, Policy and Practice     Full-text available via subscription   (Followers: 15)
Journal of Educational Measurement     Hybrid Journal   (Followers: 6)
Journal of Educational Research     Hybrid Journal   (Followers: 18)
Journal of Educational Research and Evaluation     Open Access   (Followers: 1)
Journal of Educational Science and Technology     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 7)
Journal of Educational Studies     Full-text available via subscription   (Followers: 2)
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 32)
Journal of Educational, Cultural and Psychological Studies     Open Access  

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover International Journal of Early Childhood
  [SJR: 0.407]   [H-I: 12]   [10 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
   Published by Springer-Verlag Homepage  [2352 journals]
  • Preschool Educators’ Interactions with Children About Sustainable
           Development: Planned and Incidental Conversations
    • Authors: Alfredo Bautista; Ana Moreno-Núñez; Siew-Chin Ng; Rebecca Bull
      Abstract: While preschool educators are currently encouraged to educate young children in and for sustainable development, limited observational research has focused on documenting how sustainability notions are introduced or discussed in preschools. Drawing on a large database of videos of practice, this study describes typical features of conversations about sustainability in Singapore Kindergarten 1 classrooms (4–5 years). Four representative conversations (two planned, two incidental) are qualitatively analyzed to illustrate the strengths and weaknesses of preschool educators’ pedagogical moves. The analyses indicate that while educators build upon children’s experiences and provide real-life examples, their interactional styles tend to be direct, prescriptive, and somewhat rigid. The study, therefore, raises awareness among early childhood practitioners about the need for more dialogic forms of interaction. Children need increased opportunities to have a voice in conversations about sustainability issues. Facilitating deeper discussions will require preschool educators to position themselves as co-constructors of knowledge, attitudes, and behaviors for a more sustainable future, rather than as mere transmitters of information.
      PubDate: 2018-02-13
      DOI: 10.1007/s13158-018-0213-0
       
  • Ethnic Prejudice in Young Children in Indonesia: Intervention Attempts
           Using Multicultural Friendship Stories
    • Authors: Christia Spears Brown; Michelle Tam; Frances Aboud
      Abstract: Ethnic prejudice, even among very young children, is a universal occurrence. Yet, little research has been conducted on this issue outside of Westernized contexts. The current study evaluated a storybook intervention in Indonesia, a country of historically high racial tensions, designed to reduce young children’s ethnic bias regarding out-groups of high-status (i.e., Chinese) and low-status (i.e., Papuan). In Study 1, 138 children, aged from 4 to 7 years, participated and included 87 children in an intervention group. The children were read two stories about cross-ethnic friendships over 2 days. Children’s attitudes were evaluated before and after the storybook reading using the Multi-response Racial Attitude measure and a social distance measure. Analyses indicated minimal to no effectiveness of the intervention. These findings were replicated in Study 2 with 20 children who received an enhanced intervention procedure by being read five different stories about cross-ethnic friendships, each book read two times over the course of 5 weeks, followed by discussions about the messages in the stories. Again, there was no reduction in racial bias. The combined lack of prejudice reduction across Study 1 and Study 2 emphasized how strong racial bias for lowest status, ethnic out-groups develops from an early age and that these prejudices are difficult to change, warranting greater attention in early childhood educational research.
      PubDate: 2018-02-13
      DOI: 10.1007/s13158-018-0214-z
       
  • Usage and Quality of Formal Child Care Services Experienced by Infants and
           Toddlers in Foster and Kinship Care: An Australian Study
    • Authors: Sarah Wise
      Abstract: This research uses data from the Early Childhood in Foster and Kinship Care (ECIFKC) study to identify the proportion of young children, under 2 years of age, in foster and kinship care who use formal child care; weekly hours of child care; predictors of weekly hours of child care; and quality of care experienced. The sample for these analyses involved 39 foster and kinship care children. A higher proportion of ECIFKC children used child care compared to same-aged Australian peers and experienced more weekly hours of child care than other Australian children. Quality of child care was broadly the same as for other young Australian children. Factors associated with more weekly hours of child care included living in a placement with a single caregiver and being in a placement with a sibling. This finding suggested that child care participation may be provided with the goal of respite for caregivers. While the child care experienced met Australian national quality standards, the long hours that some children spent in child care is concerning. It is also unclear whether extra supports and quality features may be important to meet the special needs of foster and kinship care children in child care settings.
      PubDate: 2018-02-13
      DOI: 10.1007/s13158-018-0212-1
       
  • Fostering the Artistic and Imaginative Capacities of Young Children: Case
           Study Report from a Visit to a Museum
    • Authors: Jeanette Clarkin–Phillips; Margaret Carr; Rebecca Thomas; Andrea Tinning; Maiangi Waitai
      Abstract: Museum visits can offer rich learning environments for preschool children. In potentiating learning environments, power is shared between adults and children as children and teachers co-construct understanding. Such learning environments also maximise opportunities for dialogue between adults, children and their peers. Drawing on the findings from a larger research project that involved preschool-aged children who attended a kindergarten located in a national museum, this paper reports a case study about one child’s learning as well as the activities of the preschool teachers and children before, during and after museum visits to an exhibition that focused on the weaving of Māori ceremonial cloaks. The case study demonstrates how one child’s artistic and imaginative capacities were strengthened through the dialogues and experiences surrounding the visits to the exhibition. Actions of the teachers included the teaching and learning processes of explaining, orchestrating, commentating, modelling, and reifying. Interactions between the child, her peers, the teachers, and the artefacts in the museum enriched this child’s developmental experiences.
      PubDate: 2018-02-09
      DOI: 10.1007/s13158-018-0211-2
       
  • “You Can’t be Rich Only Doing Good Deeds”: Bilingual
           Kindergarteners’ Discussions About Poverty and Wealth
    • Authors: So Jung Kim; Soyeon Park; Song An
      Abstract: This interdisciplinary study explores the intersection of economic equality, bilingual discussion, and early literacy instruction by examining Korean kindergarteners’ discussions about poverty and wealth during read-alouds. As part of a larger qualitative study, the current study was conducted in a kindergarten classroom at the Korean Language School, in the midwest of the United States. The study focused on Korean–English bilingual children’s read-alouds of picture books that dealt with poverty and wealth issues. The data were collected across four months through multiple sources, including audio/video recordings, open-ended interviews, children’s artifacts, and observational field notes. The findings suggest that bilingual discussions about children’s books on poverty and human equality in early-childhood classrooms are a medium to help children develop critical perspectives about poverty, wealth, and economic equality from an early age.
      PubDate: 2018-02-09
      DOI: 10.1007/s13158-018-0209-9
       
  • Use of Mobile Devices: A Case Study with Children from Kuwait and the
           United States
    • Authors: Fatimah A. Dashti; Azizah K. Yateem
      Abstract: This study explored children’s usage and understandings about mobile devices. The study included 112 children aged 3–5 years, of whom 53 children lived in Kuwait and 59 children lived in the United States. The children were interviewed about their access to and usage of mobile devices, about how they learned to use mobile devices, and the actions and activities in which they engaged with the devices. The findings demonstrated that both Kuwaiti children and children in the United States used mobile devices extensively. Kuwaiti children appeared to have greater access to and usage of mobile devices than children in the United States. Children were able to demonstrate and describe many activities in their usage including answering mobile phones, taking photos and videos, playing games, listening to songs, and watching videos. The research provides children’s perspectives about digital devices but also draws attention to the responsibilities of parents and educators to monitor children’s usage and teach children about e-safety in their use of these devices.
      PubDate: 2018-02-08
      DOI: 10.1007/s13158-018-0208-x
       
  • Exploring the Phenomenology of Whiteness in a Swedish Preschool Class
    • Authors: Eva Schwarz; Beatriz Lindqvist
      Abstract: This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how preschool teachers manage and reflect upon the construction of children’s social identity within the institution of a preschool. This report considers one incident relating to racial identity. It began with a child’s representation, the boy named Stanley, in a self-portrait: ‘I want to be white and blonde when I grow up… I want to be like Oscar, not a black boy’. Within this article we consider teachers’ reflections on this incident, discussing how ‘whiteness’ is performed, constructed and interrogated by young children and adults in the preschool and uncovering a certain institutional ‘colour blindness’. In this example ‘race’ announces itself and the children make it visible as an existing category in their everyday life. Children’s drawings and narratives reveal much about the implicit understandings and norms that surround them, pointing to teachers’ responsibilities for exploring the possibilities and limitations offered in preschool education to deal with these understandings.
      PubDate: 2018-02-07
      DOI: 10.1007/s13158-018-0210-3
       
  • Special Issue: Contemporary Research on Early Childhood Education for
           Sustainability
    • Authors: Eva Ärlemalm‐Hagsér; Sue Elliott
      Pages: 267 - 272
      PubDate: 2017-12-01
      DOI: 10.1007/s13158-017-0207-3
      Issue No: Vol. 49, No. 3 (2017)
       
  • OMEP—Policy Forum
    • Authors: Eunhye Park; Judith T. Wagner
      Pages: 429 - 432
      PubDate: 2017-12-01
      DOI: 10.1007/s13158-017-0206-4
      Issue No: Vol. 49, No. 3 (2017)
       
  • Thinking Outside the Four Walls of the Classroom: A Canadian Nature
           Kindergarten
    • Authors: Enid Elliot; Frances Krusekopf
      Abstract: The authors share a narrative of planning and implementing a Nature Kindergarten in the public school system in British Columbia, Canada. Inspired by similar programs in Northern Europe, the Nature Kindergarten became the first program of its kind in Western Canada. The importance of developing pedagogical principles, understanding local context and designing a program that is responsive to place is highlighted. Learning about the place in which they live offers Nature Kindergarten students opportunities for learning that cannot be found inside a classroom. This learning can be complex and layered and deepen children’s connections to their place. Outdoors, the Nature Kindergarten educators also take on a different role that has encouraged them to continue to question their thoughts and practices around emergent learning. The authors conclude that the process of creating a Nature Kindergarten provided an educational opportunity to think differently about how Kindergarten students learn, what they should be learning, and to articulate a pedagogy that embraces complexity and uncertainty.
      PubDate: 2017-10-03
      DOI: 10.1007/s13158-017-0203-7
       
  • An International Comparison of Early Childhood Educators’ Understandings
           and Practices in Education for Sustainability in Japan, Australia, and
           Korea
    • Authors: Michiko Inoue; Lyndal O’Gorman; Julie Davis; Okjong Ji
      Abstract: This research provides a comparative analysis of survey data from practitioners in Japan, Australia, and Korea on their practices for early childhood education for sustainability (ECEfS). These data were previously reported for each specific country. In these analyses, educators’ conceptual understandings and pedagogical practices relating to ECEfS are explored. Many of the pedagogical practices that are evident in each national context are guided by country-specific policies, educational systems, and curriculum guidelines. Overall, the respondents from the three countries reported that they practised traditional nature-based activities extensively, such as gardening and playing outdoors, and educators taught intentionally about nature. Australian and Korean educators prioritised pedagogies relating to resource conservation and environmental issues, while Japanese educators’ survey responses indicated a reluctance to focus on these aspects of sustainability. The introduction of national guidelines is important as a driver to enhance educators’ understandings about sustainability within specific countries. A key recommendation is the need for targeted strategies for professional development in order to deepen educators’ understandings and improve practices for sustainability in early childhood programs.
      PubDate: 2017-09-23
      DOI: 10.1007/s13158-017-0205-5
       
  • Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood
           Education for Sustainability: Experiences in Practice Settings
    • Authors: Eva Ärlemalm-Hagsér
      Abstract: Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday practice. The aim of this qualitative study was to critically analyse how pre-service teachers describe their workplace encounters with EfS, including dilemmas observed in practice and divergences in interpretation of EfS. The empirical data comprised 76 blogs (188 pages of text) written by pre-service teachers as a requirement for a university course report about EfS in early childhood education. A document analysis was employed to critically examine the blogs through a reflexive interpretive process. The findings were revealing of both the students’ meaning-making processes and their workplace supervisors’ understandings of EfS. The findings depict different cultures of ‘doing’ EfS in early childhood settings, reflecting pluralistic and divergent landscapes of understandings as well as an absence of transformative whole-institution approaches in the implementation of EfS.
      PubDate: 2017-09-15
      DOI: 10.1007/s13158-017-0201-9
       
  • Teacher Perceptions and Self-Reported Practices of Education for
           Sustainability in the Early Years of Primary School: An Australian Case
           Study
    • Authors: Michelle Lasen; Keith Skamp; Kym Simoncini
      Abstract: This Australian case study provides a snapshot of Education for Sustainability (EfS) practice of early years teachers in the school sector (Preparatory to Year 3), during the first phase of implementation of the Australian national curriculum. Interviews with teachers, located in government, Catholic and independent schools, were conducted by pre-service teachers as a part of their professional experience coursework requirements. Forty-three interview transcripts were collated in these qualitative analyses in order to explore: why teachers considered that EfS had been identified as a cross-curriculum priority in the national curriculum; how teachers implemented EfS in their classrooms; and the barriers that they experienced in implementation. The teachers perceived EfS to be highly relevant to their students, with a view to future participation in society, workplaces, leadership and lifelong learning. While the majority of teachers reported intentionally planning and implementing learning experiences that addressed aspects of EfS, the key barrier from their perspective was a crowded curriculum, with emphasis on literacy and numeracy performance. Findings reveal that ongoing professional learning is required for teachers to develop pedagogies that can promote students’ critical and action-oriented engagement, with community partners, in local socio-ecological issues of relevance, whether in urban, rural or remote locales.
      PubDate: 2017-09-14
      DOI: 10.1007/s13158-017-0200-x
       
  • A Critical Analysis of Concepts Associated with Sustainability in Early
           Childhood Curriculum Frameworks Across Five National Contexts
    • Authors: Kassahun Weldemariam; Diane Boyd; Nicky Hirst; Barbara Maria Sageidet; Jamison K. Browder; Leanne Grogan; Fran Hughes
      Abstract: Curriculum frameworks have an important role in providing guidance to early childhood practitioners on how to integrate knowledge about sustainability into their practice. This article examines how ideas about sustainability are integrated in the early childhood curricula for Australia, England, Norway, Sweden and the USA. The analyses were guided by critical inquiry and a cross-national dialogue and focused on four aspects of the curricula: sustainability presence, views of the child, human–environment relationship and philosophical/theoretical underpinnings on ideas expressed about sustainability. Ideas about sustainability were more implicitly present than explicitly stated in most curricula. It was not evident that children were viewed as world citizens with agency to help foster sustainability. With respect to human–environmental relationship, the framework from Australia expressed greater reciprocity and entanglement, while other frameworks were more anthropocentric despite the variation among curricula. All five frameworks embodied a sociocultural, human development approach with respect to the philosophical and theoretical underpinnings. There is a need to consider alternative frameworks that offer broader and more inclusive worldviews about sustainability that includes embracing human, non-human and other species within an assemblage of common worlds.
      PubDate: 2017-09-14
      DOI: 10.1007/s13158-017-0202-8
       
  • Sustainability, the Arts and Big Numbers: The Challenge of Researching
           Children’s Responses to Chris Jordan’s Images
    • Authors: Lyndal O’Gorman
      Abstract: Through the multiple languages of the arts, many ideas about sustainability can be explored with young children. This paper discusses the ethical issues involved in the implementation of a research study that uses artist Chris Jordan’s confronting images about sustainability. Jordan’s images typically depict tens of thousands of objects such as plastic cups, garbage and threatened species. The specific purpose of this paper is to explore the ethical tensions around presenting such images to children. Confounded by images of large numbers and confronted by traumatic images of dead birds, how might children access the enormity of the sustainability issues explored in Jordan’s work' Researchers and educators have a responsibility to ensure children are not harmed through our work with them, so careful planning and ethical practices are essential. However, there are strong grounds for presenting such powerful images as educative tools and for generating useful conversations with children about mass consumption, pollution and unsustainable practices. Conclusions are drawn that the ethical challenges and risks in using Chris Jordan’s images are worth taking in order to create new ways of discussing sustainability through the arts.
      PubDate: 2017-09-12
      DOI: 10.1007/s13158-017-0199-z
       
  • Children Environmental Identity Development in an Alaska Native Rural
           Context
    • Authors: Carie Green
      Abstract: Scholarship in Early Childhood Education for Sustainability (ECEfS) continues to advocate for the incorporation of Indigenous ways of knowing and children’s agency in research and practice. This study contributes to the literature by examining how young children from an Alaskan rural setting make meaning of and interact with nature. Informed by a participatory and phenomenological framework, this study included 5-to-7-year-old Alaska Native children. Data were collected through Sensory Tours (wearable cameras) where children freely explored their environment with an adult and a peer. Interpreted through Environmental Identity Development theory, findings revealed children had a strong sense of Trust in Nature, uniquely informed by their cultural and subsistence lifestyle. Such trust prompted children to gain a sense of Spatial Autonomy through exploration and establishing connections with water, plants, and animals. Children tasted and touched, experimented and discovered, learning about features of the local ecology and their shared role in it, which, in turn, heightened their sense of Environmental Competency. Children’s demonstrated competencies promote engagement in a subsistence-based lifestyle. Harvesting food from the wilderness is an important sustainable practice in a rural isolated settings and, thus, important to consider in ongoing dialogue on ECEfS.
      PubDate: 2017-09-12
      DOI: 10.1007/s13158-017-0204-6
       
  • Fostering Eco-Cultural Literacies for Social, Cultural and Ecological
           Justice: A Perspective From Aotearoa (New Zealand)
    • Authors: Jenny Ritchie
      Abstract: Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.
      PubDate: 2017-08-11
      DOI: 10.1007/s13158-017-0198-0
       
  • How to Educate Children for Sustainable Learning and for a Sustainable
           World
    • Authors: Ingrid Pramling Samuelsson; Eunhye Park
      Abstract: This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners and researchers are encouraged to implement curricula and pedagogies that can support sustainable learning. While educational research about sustainability is necessary, understandings of sustainability policies and values are also required. Values related to sustainability promote a certain type of pedagogy in which the child should be allowed to take initiatives, think, and reflect. This requires high-quality early childhood education. How sustainability concepts can be applied to both content and pedagogy are discussed, as well as different preconditions that are necessary so that all children can access education for sustainability. Important preconditions of education for sustainability include a need for awareness that lifelong learning is applicable to early childhood education, as well as educated staff who are aware about what is relevant for young children to learn about sustainability.
      PubDate: 2017-08-02
      DOI: 10.1007/s13158-017-0197-1
       
  • Dezuanni, Michael L., Dooley, Karen, Gattenhof, Sandra, and Knight, Linda
           (2015): iPads in the Early Years: Developing Literacy and Creativity
    • Authors: Luke Santamaria
      PubDate: 2017-07-10
      DOI: 10.1007/s13158-017-0195-3
       
  • Sustainability by Default: Co-creating Care and Relationality Through
           Early Childhood Education
    • Authors: Arjen E. J. Wals
      Abstract: In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. The idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today’s children' A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber’s ideas of relational ways of being in the world; Nell Nodding’s notions of care; and George Siemen’s ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0193-5
       
 
 
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