Analyzing Teacher Narratives in Early Childhood Garden-Based Education

Autor/inn/en	Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis
Titel	Analyzing Teacher Narratives in Early Childhood Garden-Based Education
Quelle	In: Journal of Environmental Education, 49 (2018) 1, S.18-29 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2017.1357523
Schlagwörter	Gardening; Teaching Methods; Young Children; Early Childhood Education; Preschool Teachers; School Readiness; Personal Autonomy; Relevance (Education); Competence; Photography; Interviews; Qualitative Research; Self Determination; Coding; Program Effectiveness; Developmentally Appropriate Practices; Scaffolding (Teaching Technique); Case Studies + Suchen Sie Ihr Suchwort? Gartenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Individuelle Autonomie; Relevance; Relevanz; Kompetenz; Fotografie; Interviewing; Interviewtechnik; Qualitative Forschung; Selbstbestimmung; Codierung; Programmierung; Entwicklungsbezogene Bildung; Case study; Fallstudie; Case Study
Abstract	Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants worked at a university-affiliated early education program with a learning garden in the midwestern United States. Data included 19 narrative, photo-elicitation interviews during two growing seasons. Iterative qualitative analyses informed the creation of a "Gourd Tee-Pee Model" that describes learning across multiple domains and integrates self-determination theory into early childhood garden education. This framework can inform the design and evaluation of early childhood garden education programs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01