Learning From Indigenous Perspectives: Wellbeing in the Early Years

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Monica McGlynn-Stewart, Nicola Maguire, Lori Budge, Ana-Luisa Sales, Elise Patterson
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引用次数: 0

Abstract

This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in 10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-authored picture books. These perspectives included the importance of supporting children to develop responsive and caring relationships to the Land for their own wellbeing and for the wellbeing of all their fellow creatures. Supported by their educators, the children increased their sense of belonging in the world, expressed gratitude for their fellow creatures, and recognized and enacted their responsibility to care for nature.
从本土视角学习:幼儿期的福祉
这项为期三年的定性研究考察了 20 名幼儿教育工作者的知识和经验,同时在 10 个城市托儿所引入了土著观点和基于土地的学习教学法。教育工作者通过土著演讲者的研讨会和土著人编写的图画书了解土著人的观点和教学法。这些观点包括,为了儿童自身和所有同类的福祉,必须支持儿童发展与土地的响应和关爱关系。在教育工作者的支持下,孩子们增强了对世界的归属感,表达了对同胞的感激之情,并认识到和履行了他们关爱自然的责任。
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来源期刊
LEARNing Landscapes
LEARNing Landscapes EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.60
自引率
0.00%
发文量
28
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