The teacher’s role for engagement in foraging and gardening activities in kindergarten
Bibliographic Data
| ID | 12526585 |
|---|---|
| Authors | Veronica Bergan (0000-0002-2159-9011, UiT The Arctic University of Norway, corresponding author), Maritha Berger Nylund (0000-0002-0459-1560, HVL Western Norway University of Applied Sciences, Stord/Bergen, Norway), Ida Lervik Midtbø (0000-0002-7557-3335, HVL Western Norway University of Applied Sciences, Stord/Bergen, Norway), Bård Henry Landsem Paulsen (0000-0001-6917-9983, UiT The Arctic University of Norway) |
| Year | 2023 |
| Volume | 30 |
| Issue | 1 |
| Pages | 68-82 |
| Publication date | 2023-02-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2023.2181271 |
| OpenAlex | W4321224154 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
Early childhood education provides an important arena for fostering valuable habits and practices for sustainability. This paper contributes to understanding the educator’s role within early childhood environmental education in foraging and gardening practices. What pedagogical approaches does the teacher provide to foster the children’s participation, engagement, and learning in such activities? To investigate this question, we used a qualitative approach, including video and on-site interviews with kindergarten teachers during foraging or gardening activities. We also analyzed semi-structural interviews and collected field notes for in-depth views and reflections from the teachers. The qualitative data were analyzed using reflective thematic analysis. The data analysis suggests three themes that exemplify hallmarks of the teacher’s role: (1) facilitating adventurous experience, (2) child-centered communication, and (3) building collective knowledge and skills. The implications for the future are discussed with respect to the kindergarten teacher’s pivotal function in supporting children as eco-citizens for sustainability. The data show that the kindergarten teachers’ over-arching role is to take leadership of fostering engagement and learning for everyone involved
Developmental psychology · Early childhood · Early childhood education · Environmental education · Foraging · Mathematics education · Outdoor education · Pedagogy · Qualitative property · Qualitative research · Social science · Sociology · Sustainability · Thematic analysis · Child Development and Digital Technology · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Psychology · Ecology
Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review
What can children do with the Anthropocene
Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures
An Inclusive Approach to Gardening in Children's Settings
Joint waking activity in early childhood education as a collaborative configuration of care
Early childhood environmental education
Connectedness to Nature
Young children’s questions about science topics when situated in a natural outdoor environment
Learning by Observing and Pitching In to Family and Community Endeavors
Nature and Environmental Education in Early Childhood
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Environmental learning in everyday life
Transformations of children’s environmental conceptions through their participation in a school kitchen-garden project
Froebel and the teaching of botany
Childhood Learning and the Distribution of Knowledge in Foraging Societies
Situated Learning
The Perception of the Environment
| Unique citing works | 5 |
|---|---|
| Citations per year | 1.67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |