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Young children learning about well-being and environmental education in the early years: a funds of knowledge approach

Edwards, Susan, Skouteris, Helen, Cutter-Mackenzie, Amy, Rutherford, Leonie, O Conner, Mandy, Mantilla, Ana, Morris, Heather and Elliot, Sue 2016, Young children learning about well-being and environmental education in the early years: a funds of knowledge approach, Early years: an international journal of research, vol. 36, no. 1, pp. 33-50, doi: 10.1080/09575146.2015.1064099.

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Title Young children learning about well-being and environmental education in the early years: a funds of knowledge approach
Author(s) Edwards, Susan
Skouteris, Helen
Cutter-Mackenzie, Amy
Rutherford, LeonieORCID iD for Rutherford, Leonie orcid.org/0000-0003-3940-3379
O Conner, Mandy
Mantilla, Ana
Morris, Heather
Elliot, Sue
Journal name Early years: an international journal of research
Volume number 36
Issue number 1
Start page 33
End page 50
Total pages 18
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2016
ISSN 0957-5146
1472-4421
Keyword(s) early childhood curriculum
environmental education
popular-culture
well-being
popular culture
Summary Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.
Language eng
DOI 10.1080/09575146.2015.1064099
Field of Research 200104 Media Studies
130102 Early Childhood Education (excl Maori)
111712 Health Promotion
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type JO1 Original creative work - Visual art work
Grant ID DP140100938
Copyright notice ©2015, TACTYC
Persistent URL http://hdl.handle.net/10536/DRO/DU:30077108

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Created: Thu, 08 Oct 2015, 13:13:03 EST

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