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Learn how to integrate nature-based pedagogy in this practical and inviting book. Nature-based teaching is getting more attention in early childhood education settings and can positively impact the development of young children's curiosity, confidence, and care.
Learn how to integrate nature-based pedagogy in this practical and inviting book. Nature-based teaching is getting more attention in early childhood education settings and can positively impact the development of young children's curiosity, confidence, and care.
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Autorenporträt
Dr. Rachel A. Larimore is an educational consultant, speaker, researcher, and author of four previous books. Her work focuses on the intentional integration of nature to support young children's holistic development by learning with nature to expand their worlds and live rich, full lives.
Dr. Claire W. Warden is an educational entrepreneur, researcher, and author of more than 10 books including her most recent, Green Teaching: Nature Pedagogies for Climate Change and Sustainability.
Inhaltsangabe
Acknowledgments Meet the authors About the book Preface Chapter 1: Introduction Why confident, curious, and caring? Confidence Curiosity Care What is nature pedagogy? Inside: Our individual & internal world Outside: Our relationships with people and the planet Beyond: Global community and the unobservable Theory of social constructivism-The role of interactions in children's learning Organization of this book A note about language Self-reflection Chapter 2: Provider of space Space to be in large groups Space to be with one or two peers Space to be alone Shelter from the elements Movable spaces Circular spaces Self-reflection Chapter 3: Provider of time Providing time for different purposes Time for play Time to notice Time to fail and try again Time to experience and sit with emotion Time to build relationships Time to just be Time to be in and learn with the natural world Time for silence Embracing the pace of children and nature Self-reflection Chapter 4: Provider of materials Types of materials and their play opportunities Selecting materials for the classroom Authentic materials Developmentally appropriate materials Materials that value diversity Nature-related materials Sustainable materials Creating versus purchasing materials Introducing materials to the classroom Self-reflection Chapter 5: Facilitator of experiences-Planning for children's learning Stage 1. Noticed something and made a change to resources Stage 2. Noticed something; took action; changed resources over a number of days Stage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area Stage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learning Self-reflection Chapter 6: Holder of memories-Documenting children's learning Outdoor documentation Documenting curiosity, confidence, and care Quality documentation Floorbooks as an approach to documentation Self-reflection Chapter 7: Relationship builder-With self and others Relationships inside, outside, and beyond Inside: Relationships with self Outside: Relationships with others and the natural world Beyond: Relationships with something bigger than themselves Caring for children is foundational to relationship building Self-reflection Chapter 8: Conversationalist Questions and statements within a conversation Affect during conversation Emotion and tone of voice Physicality Deep listening Self-reflection Chapter 9: Manager and modeler of risk-taking Modeling risk-taking Intellectual risk Social-emotional risk Physical risk Providing opportunities for risky experiences Opportunities for intellectual risk Opportunities for social-emotional risk Opportunities for physical risk Managing risky experiences Managing intellectual and social-emotional risk Managing physical risk Supporting children to assess risky experiences for themselves Self-reflection Chapter 10: Provocateur What do we mean by "provocation"? Always being aware of the potential and possibilities of play The pedagogical dance of child-led and teacher-led Supporting curiosity, confidence, and care Provocation through resources (i.e., living and nonliving) Provocation through experience (e.g., storytelling, farmer visit) Provocation of interaction Self-reflection Chapter 11: Mentor, guide, and leader Apprenticeship approach The importance of concepts, skills, and knowledge Helping children apply skills and core knowledge to practical situations Mentoring as a bridge-from here to there and now to then Self-reflection Chapter 12: Advocate Advocating inside, outside, and beyond Defenders of childhood Self-reflection Chapter 13: An invitation for deeper exploration Exploring the character aspects educator roles Self-aware Open to new ideas with a personal growth mindset Humble Willingness to step back Genuine Engaged Intentional-A thinker Consistent Knowledgeable Playful Wonderment Inclusive Your work matters References and resources Glossary of terms
Acknowledgments Meet the authors About the book Preface Chapter 1: Introduction Why confident, curious, and caring? Confidence Curiosity Care What is nature pedagogy? Inside: Our individual & internal world Outside: Our relationships with people and the planet Beyond: Global community and the unobservable Theory of social constructivism-The role of interactions in children's learning Organization of this book A note about language Self-reflection Chapter 2: Provider of space Space to be in large groups Space to be with one or two peers Space to be alone Shelter from the elements Movable spaces Circular spaces Self-reflection Chapter 3: Provider of time Providing time for different purposes Time for play Time to notice Time to fail and try again Time to experience and sit with emotion Time to build relationships Time to just be Time to be in and learn with the natural world Time for silence Embracing the pace of children and nature Self-reflection Chapter 4: Provider of materials Types of materials and their play opportunities Selecting materials for the classroom Authentic materials Developmentally appropriate materials Materials that value diversity Nature-related materials Sustainable materials Creating versus purchasing materials Introducing materials to the classroom Self-reflection Chapter 5: Facilitator of experiences-Planning for children's learning Stage 1. Noticed something and made a change to resources Stage 2. Noticed something; took action; changed resources over a number of days Stage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area Stage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learning Self-reflection Chapter 6: Holder of memories-Documenting children's learning Outdoor documentation Documenting curiosity, confidence, and care Quality documentation Floorbooks as an approach to documentation Self-reflection Chapter 7: Relationship builder-With self and others Relationships inside, outside, and beyond Inside: Relationships with self Outside: Relationships with others and the natural world Beyond: Relationships with something bigger than themselves Caring for children is foundational to relationship building Self-reflection Chapter 8: Conversationalist Questions and statements within a conversation Affect during conversation Emotion and tone of voice Physicality Deep listening Self-reflection Chapter 9: Manager and modeler of risk-taking Modeling risk-taking Intellectual risk Social-emotional risk Physical risk Providing opportunities for risky experiences Opportunities for intellectual risk Opportunities for social-emotional risk Opportunities for physical risk Managing risky experiences Managing intellectual and social-emotional risk Managing physical risk Supporting children to assess risky experiences for themselves Self-reflection Chapter 10: Provocateur What do we mean by "provocation"? Always being aware of the potential and possibilities of play The pedagogical dance of child-led and teacher-led Supporting curiosity, confidence, and care Provocation through resources (i.e., living and nonliving) Provocation through experience (e.g., storytelling, farmer visit) Provocation of interaction Self-reflection Chapter 11: Mentor, guide, and leader Apprenticeship approach The importance of concepts, skills, and knowledge Helping children apply skills and core knowledge to practical situations Mentoring as a bridge-from here to there and now to then Self-reflection Chapter 12: Advocate Advocating inside, outside, and beyond Defenders of childhood Self-reflection Chapter 13: An invitation for deeper exploration Exploring the character aspects educator roles Self-aware Open to new ideas with a personal growth mindset Humble Willingness to step back Genuine Engaged Intentional-A thinker Consistent Knowledgeable Playful Wonderment Inclusive Your work matters References and resources Glossary of terms
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