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In search of understanding children'...

Ghafouri, Farveh.

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In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom./
Author:	Ghafouri, Farveh.
Description:	379 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Environmental. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR97316
ISBN:	9780494973165

In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom.
Ghafouri, Farveh.

In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom. - 379 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2012.

Considering the context of large city schools, this study explores what variables in a kindergarten classroom may impact the process of children's engagement with nature. In particular I examine the central role of children and teacher in co-constructing their own unique understanding, knowledge, and attitude towards the natural world. In this study, I examine nature-child's connection considering the complexity of nature beyond a pre-packaged concept (Louv, 2007) and avoiding a linear identification of a cause and effect relationship between children's learning experiences and nature, (Kellert, 2005).

ISBN: 9780494973165Subjects--Topical Terms:

1029977
Education, Environmental.

In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom.
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100 1 $a Ghafouri, Farveh. $3 2100549
245 1 0 $a In search of understanding children's engagement with nature and their learning experiences in one urban kindergarten classroom.
300 $a 379 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Linda Cameron.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2012.
520 $a Considering the context of large city schools, this study explores what variables in a kindergarten classroom may impact the process of children's engagement with nature. In particular I examine the central role of children and teacher in co-constructing their own unique understanding, knowledge, and attitude towards the natural world. In this study, I examine nature-child's connection considering the complexity of nature beyond a pre-packaged concept (Louv, 2007) and avoiding a linear identification of a cause and effect relationship between children's learning experiences and nature, (Kellert, 2005).
520 $a This qualitative case study is based on extensive classroom observations, in which 20 kindergarten children and their teacher participate. The children's direct, indirect, and vicarious experiences with nature are documented using digital photography, video-audio recording, and collection of artifacts. I interview the classroom teacher two times and invite the parents to fill up a questionnaire about their children's experiences with nature outside the school time. I use the techniques and procedure of the grounded theory to analyze the data.
520 $a A comparative analysis of the five learning episodes demonstrates four major factors that when all woven together encourage and sustain the children's engagement with nature. These factors are: investigating children's meaningful and autotelic questions, encountering and experiencing nature in familiar contexts, developing emotional bonding, and having sufficient time. The findings show the crucial role of the classroom teacher in creating five main conditions to engage the children in the process of each inquiry. She offers the children many opportunities to use their prior skills and knowledge, take responsibility of their own learning, and experiment with learning as a process. She often responds positively to the children's learning endeavours and communicates her high confidence and expectations for them.
520 $a This study makes an important contribution to the field of early childhood education and environmental education by demonstrating the possibilities and challenges in actively and holistically engaging children with nature in school settings. The findings shed light on our understanding of children and teacher's sense of ownership and motivation as two driving forces of learning.
590 $a School code: 0779.
650 4 $a Education, Environmental. $3 1029977
650 4 $a Education, Early Childhood. $3 1017530
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertation Abstracts International $g 74-08A(E).
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791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR97316