"I Have a Hippopotamus!": Preparing Effective Early Childhood Environmental Educators

Autor/inn/en	Torquati, Julia; Leeper-Miller, Jennifer; Hamel, Erin; Hong, Soo-Young; Sarver, Susan; Rupiper, Michelle
Titel	"I Have a Hippopotamus!": Preparing Effective Early Childhood Environmental Educators
Quelle	In: New Educator, 13 (2017) 3, S.207-233 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2017.1331095
Schlagwörter	Early Childhood Education; Preschool Teachers; Teacher Education Programs; Environmental Education; Natural Resources; Faculty Development; Guidelines; Science Education; Student Teaching; Learning Activities; Outdoor Education; Preservice Teacher Education; Nebraska + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Natural Ressource; Natürliche Ressource; Richtlinien; Naturwissenschaftliche Bildung; Teaching practice; Unterrichtspraxis; Lernaktivität; Freiluftunterricht; Lehramtsstudiengang; Lehrerausbildung
Abstract	This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students' ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01