Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World

Autor/inn/en	Salmon, Angela K.; Gangotena, Maria Victoria; Melliou, Kiriaki
Titel	Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World
Quelle	In: Early Childhood Education Journal, 46 (2018) 3, S.301-312 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0860-z
Schlagwörter	Kindergarten; Foreign Countries; Teaching Methods; Student Attitudes; Empathy; Student Experience; Young Children; Experiential Learning; English Language Learners; Global Approach; Citizenship Education; Cultural Awareness; World Affairs; Cross Cultural Studies; Preschool Teachers; United States; Greece + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Empathie; Studienerfahrung; Frühe Kindheit; Experiental learning; Erfahrungsorientiertes Lernen; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Cultural identity; Kulturelle Identität; Weltpolitik; Cultural comparison; Kulturvergleich; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; USA; Griechenland
Abstract	Globally competent people are aware of world issues, take perspective, are engaged and know how to communicate to different people. This article portraits a story of two kindergarten classrooms, one in the United States and the other in Greece, both working with culturally diverse children and, in the case of the American classroom, English Language learners. The teachers shared philosophical foundations reflected in their practice and discourse in the classroom as they took a learning journey through Harvard Project Zero's Out of Eden Learn project. Out of Eden Learn serves as a platform to engage children from both settings in exploring their own neighborhoods, investigating contemporary global issues, and reflecting on how they as individuals fit into a broader geographical and historical context. Through meaningful hands-on experiences, the children in these two classrooms gained deep understandings of themselves and their surroundings, made personal connections and developed empathy as they heard stories of children around the world. In their learning journey, the two teachers used thinking routines to help the children slow down and observe the world around them. The experience not only helped the teachers comply with curriculum standards, but also allowed them to keep alive the children's capacity to be curious and promote parental involvement. The children developed a sense of self-understanding and self-identity as a point of reference to develop perspective and understanding of other cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01