STEM Teaching and Learning in Bush Kinders
Bibliographic Data
| ID | 15401550 |
|---|---|
| Authors | Chris Speldewinde (0000-0001-9114-0911, Deakin University, corresponding author) |
| Year | 2022 |
| Volume | 22 |
| Issue | 2 |
| Pages | 444-461 |
| Publication date | 2022-05-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s42330-022-00207-4 |
| OpenAlex | W4281756902 |
| Language | EN |
| Citations received | 9 |
| References cited | 42 |
For over 50 years, the forest school approach to nature learning has gathered momentum in the UK and across parts of Europe including Scandinavia (Knight, 2016). In other contexts such as Canada, New Zealand and Australia, nature-based early childhood education and care settings, influenced by European forest school approaches, have begun to gain popularity. Opportunities for STEM education occur in nature-based settings, such as forest schools and nature kindergartens, yet this area has only garnered limited research attention to date. One such example of a nature kindergarten which emerged in the 2010s is Australian ‘bush kinder’ where 4- to 5-year-old preschool children experience and learn from nature. This paper arrives at an innovative conceptualisation of STEM teaching and learning in bush kinders. Through analysing research in early years STEM education, teacher pedagogy and early childhood learning, I propose a teaching and learning process that is replicable for similar nature-based early childhood education and care settings. Drawing on vignettes from ethnographic fieldwork data, the conceptualisation of an integrated approach to STEM teaching in bush kinders is illustrated. To frame the approach to STEM teaching, this analysis builds on the notions that STEM teaching and learning can take the form of a five-phased cyclical process. It is this process that contributes to the conceptualisation of STEM teaching and learning in early childhood education
Developmental psychology · Early childhood · Early childhood education · Ethnography · Knight · Pedagogy · Popularity · Sociology · Children's Rights and Participation · Diverse Educational Innovations Studies · Environmental Education and Sustainability · Psychology · Social Psychology
Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review
Beach Kinders
Bush Kinders
Engineering habits of mind in preschool children at Scottish forest nurseries and Australian bush kinders
Continued Growth of CJSMTE
La RCESMT poursuit sa croissance
We’re Touching the Earth’
Building a Better Wall
Post Qualitative Inquiry as Activist-Practitioner-Research in Early Childhood Education
A Continuum of Play-Based Learning
STEM education K-12
Teachers’ perception of STEM integration and education
STEM Education in Early Childhood
Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies
Vygotsky's phases of everyday concept development and the notion of children's “working theories”
Being Ethnographic
Engaging with Natural Beauty May Be Related to Well-Being Because It Connects People to Nature
An ethnography of the outdoor classroom – how teachers manage risk in the outdoors
Re-imagining play spaces in early childhood education
Using thematic analysis in psychology
Place-responsive pedagogy
Medical Ethnography over Time
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |