Emotion Map Making. Discovering Teachers’ Relationships with Nature

• 영문명: Emotion Map Making. Discovering Teachers’ Relationships with Nature
• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Michela Schenetti Elisa Guerra
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』 Vol.12 No.2, 31~56쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.05.31

영문 초록

Outdoor education means increasing the opportunity to encounter and experiment with nature, but above all, it means rethinking one’s own relationship with nature. Professionals working in the field of education cannot transmit to children what they do not know or share. Therefore, to foster education in nature with pedagogical skill, it is important for each practitioner to become aware of their own way of thinking and be willing to undergo an authentic noological revolution (Bateson, 1976), reviewing their own relationship with the environment in an educational key. Starting from these premises, the participatory research focuses on the role of the early childhood practitioner, the emotions they feel, and the meanings they give to the outdoor spaces of the educational facility they inhabit in on a daily basis and share with the children. Placing the focus on the adult’s viewpoint meant investigating their experiences and how these can condition the children s relations with more natural, destructured spaces. The results gathered by two tools, heart maps and lived-experience descriptions reveal difficulties teachers experience in connection with some spaces which are considered challenging and the necessity to support teachers in the reappropriation of those spaces with a view to identifying new perspectives for improvement.

목차

Introduction

Purpose of This Study

Method

Conclusion

Limitation

References

키워드

professional competence lived space preschool service participatory research