Nature as a Co-Teacher in Early Childhood Language Education

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2025-02-04 DOI:10.1007/s10643-025-01854-6

Jannette Prins, Lisa Gaikhorst, Dieuwke Hovinga

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Abstract

Playing in nature-based places supports early childhood development. In previous years, studies have shown the benefits of nature play for healthy child development, including language development. For early childhood teachers it is insightful to learn together how to develop language education in nature that is supportive of their student’s language development. The aim of this study is to investigate how early childhood education (ECE) teachers make nature-based places function as language learning environments in EC language education. The study took a collaborative action-based research approach and worked in communities of practice (CoP). In these communities, 55 teachers across five schools gathered six times. Based on the analysis of the shared conversations we defined the supportive aspects of nature-based places and related them to the expected outcomes of early childhood language education. We also described the professional changes they made to be able to teach language in nature. These changes were summarized in a model that informs early childhood teachers how to include the pedagogical and linguistic function of nature-based places to work towards the outcomes of EC language education.

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自然作为幼儿语言教育的共同教师

在自然环境中玩耍有助于儿童早期发展。在过去的几年里，研究表明，自然游戏对儿童的健康发展有好处，包括语言发展。对于幼儿教师来说，共同学习如何开展有利于学生语言发展的自然语言教育是很有见地的。摘要本研究旨在探讨幼儿教育（ECE）教师如何在幼儿教育中，将自然场所作为语言学习环境。该研究采用了基于合作行动的研究方法，并在实践社区（CoP）中开展工作。在这些社区，来自5所学校的55名教师聚集了6次。基于对共享对话的分析，我们定义了基于自然的场所的支持方面，并将它们与早期儿童语言教育的预期结果联系起来。我们还描述了他们为教授自然语言所做的专业改变。这些变化总结在一个模型中，该模型告诉幼儿教师如何将基于自然的地方的教学和语言功能纳入到欧共体语言教育的成果中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field