Creative Connecting: Early Childhood Nature Journaling Sparks Wonder and Develops Ecological Literacy

Autor/in	Johnson, Kelly
Titel	Creative Connecting: Early Childhood Nature Journaling Sparks Wonder and Develops Ecological Literacy
Quelle	In: International Journal of Early Childhood Environmental Education, 2 (2014) 1, S.126-139 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-0464
Schlagwörter	Journal Writing; Teaching Methods; Elementary School Students; Recreational Activities; Outdoor Education; Creative Activities; Young Children; Naturalistic Observation; Recess Breaks; Play; Montessori Method; Environmental Education; Early Childhood Education; Student Journals; Experiential Learning + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Freizeitgestaltung; Freiluftunterricht; Frühe Kindheit; Naturbeobachtung; Aktive Pause; Spiel; Montessori pedagogics; Montessori-Pädagogik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Studentenzeitung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	While nature journaling with elementary age children has recently increased in popularity, journaling with children of ages 2-6 is often overlooked. This article focuses specifically on why journaling is a valid practice in early childhood and the practitioner application of journaling techniques modified for the young child. Young children have an inherent sense of wonder and connection to their natural world which can be preserved and enhanced through the cultivation of observation and documentation. The young child, working either one-on-one or in small groups with the adult, can begin to consciously explore the nearby nature of their world. The addition of a journal practice to regular outdoor environment exploration allows the child to assimilate their observations and experiences while laying a foundation for literacy education. The young child's nature journal is a place for the recording of the natural insights and wonder as developmentally appropriate, rather than the more scientific data collection purposes of an older child's field journal. It is a place for color exploration and recording of the special relationship between the young child and their world through abstract drawings and adult documentation of verbal observations. Prompts may be used with young children, as well as scenarios that enhance seasonal observations, but the journal is foremost a place for spontaneous observation development and "nearby nature" connection facilitation. Drawing on the research of Eyunsook Hyun and Maria Montessori, and the work of Rachel Carson, Clare Walker Leslie, Bill Plotkin, and David Sobel, this article will provide early childhood educators with the resources and motivation to incorporate a sensorial-based journaling practice into their environments. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 2000 P Street NW Suite 540, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naaee.org/eepro/resources/international-journal-early-childhood-environmental-education-ijecee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01