Doing, Knowing, Caring and Feeling: Exploring Relations between Nature-Oriented Teaching and Preschool Children's Learning

Autor/inn/en	Klaar, Susanne; Öhman, Johan
Titel	Doing, Knowing, Caring and Feeling: Exploring Relations between Nature-Oriented Teaching and Preschool Children's Learning
Quelle	In: International Journal of Early Years Education, 22 (2014) 1, S.37-58 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.809655
Schlagwörter	Preschool Children; Outdoor Education; Teaching Methods; Learning Processes; Epistemology; Preschool Teachers + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Erkenntnistheorie; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, "epistemological move analysis" (oriented towards teachers' guiding processes as moves) and "substantive learning quality analysis" (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10