Sie sind auf Seite 1von 8

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future.

Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

Chapter 19 Eco-Literacy and the Content-Pedagogy Relationship in Early Childhood Education Suzy Edwards and Amy Cutter-Mackenzie Monash University 1. Introduction Using eco-literacy, this theoretical paper examines the highly contentious relationship between content and pedagogy in early childhood education. Early childhood education has a historical commitment to play-based pedagogy which emphasises pedagogy over content knowledge. This is problematic because research suggests that children do not automatically acquire content through play-based learning. Furthermore, whilst socio-cultural theory has recently challenged traditional practices, its potential to inform the content-pedagogy relationship has not been realised. This paper in interfacing eco-literacy and early years pedagogy creates a unique marriage between two research fields in order to develop a theoretical framework for interfacing content and pedagogy in early childhood education1. 2. Early childhood education and the content-pedagogy relationship Historically, early childhood education has been informed by constructivist and developmental theories of learning. These approaches have emphasised the need for children to participate in open ended play-based activities to promote learning and development. In recent years, this perspective has been challenged in particular from the sociocultural perspective, with theorists now arguing that early education needs to more adequately reflect the cultural and social experiences children have outside the classroom within the classroom itself (Edwards, 2005a, 2005b). Despite recent theoretical advancement in the field, quality early education is still often positioned as the provision of open-ended and play-based learning experiences for young children, for example: Commonly in the USA, UK and Australia, judgements about quality are predicated on the view that young children are active learners who extend their physical, cognitive and social-emotional development through play and other first-hand experiences in indoor and outdoor learning environments. Therefore it follows that early childhood teachers roles of challenging, provoking and supporting learning through scaffolding and creating settings for child-initiated experiences are very different from the traditional primary school teachers roles of imparting information or instructing children directly in large groups. Early childhood educators focus on the holistic development of the child and have problematised formal programmes of instruction (Corrie, 1999: 6). This perspective has been foundational to early education for many years, with the pedagogy of early education often forming the notion of early education itself. In other words, the pedagogy has come to represent how early education is enacted,
1

Cutter-Mackenzie and Edwards have recently published a paper in the Australian Journal of Environmental Education (Volume 22, 2006) which is based upon everyday environmental education experiences in early childhood education. This current chapter provides the theoretical dimensions of this work, while the AJEE paper provides practical everyday examples. 170

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

discussed and researched. Whilst important, this particular focus on pedagogy does not necessarily ensure the children will acquire important conceptual knowledge from their interactions with the experiences offered to them (Kendall, 2003; Kessler and Hauser, 2000). Understanding how content is embedded in early education, perceived by educators and engaged with by children is an important aspect of furthering understandings regarding early education and childrens learning within this particular context. Shifting the focus in early childhood educational research to an examination of the role of content in childrens learning and teachers conceptions of the early childhood curriculum heightens tensions around the traditional commitment to play-based learning and supposedly increases the risk that teaching content knowledge could lead to the use of inappropriate pedagogy (Hedges and Cullen, 2005: 67). However, a converse argument would suggest that increased understanding regarding the role of content in early education could serve to inform pedagogy and contribute to changes in practice by developing a more holistic perspective regarding the content-pedagogy relationship in early childhood education. Research by Fleer (2002) regarding the research needs of the Australian early childhood community suggests need for increased investigations into issues associated with early childhood curriculum and pedagogy to provide evidence to support and substantiate teachers practice (2002: 32). Moving beyond the pedagogical emphasis in early childhood education into a consideration of the role of content knowledge in childrens learning and teachers conceptions of curriculum represents an important first step towards increasing the evidence base associated with early childhood education and practice. 3. Using eco-literacy to investigate the content-pedagogy relationship in early childhood education Eco-literacy offers an interesting vehicle to consider the issues associated with the content-pedagogy relationship. Firstly, because eco-literacy is grounded in teachers and childrens daily lives and experiences, and therefore mirrors the early childhood pedagogic argument regarding the need to construct content experiences from childrens social and cultural experiences (Cutter-Mackenzie and Edwards, 2006). Second, because eco-literacy represents an increasingly important content area for promoting childrens understandings of, and participation in sustainable actions. Figure 1 illustrates the potential for eco-literacy to be utilised as content area appropriate to the investigation of the content-pedagogy relationship within the early childhood context. At the international policy level, eco-literacy (formerly referred to as environmental literacy) has been identified as an important change agent in working toward sustainability at all levels of education. In syllabus and curriculum terminology, ecoliteracy has content (eco-concepts1), skills and processes that learners ought to know and be able to do to demonstrate literacy. Specifically, Cutter-Mackenzie and Smith (2003) suggests that an eco-literate teacher should be able to demonstrate a rich knowledge base and multifaceted beliefs and/or philosophies about the environment (2003: 502) so as to prepare learners to work toward an environmentally sustainable future. This notion of eco-literacy has been described as having a marginal presence
1

Eco-concepts are the content knowledge of eco-literacy, including factual information, organising principles and central concepts. Key eco-concepts are sustainable water, land degradation processes (salinity), climate change, biodiversity and human and environmental systems. 171

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

in early childhood education (Davis, 2003: 1), despite international expectations to the contrary (Calder, 2005). Figure 1: Eco-literacy as content area in early childhood education

In addition to this, traditional approaches to researching environmental education in early childhood education has focused on the environmental practices employed by teachers within centres rather than on teachers and childrens eco-literacy and its relationship to pedagogy. Contemporary research needs to focus on the way in which eco-literacy is understood by teachers in terms of its eco-concepts (or as a content area) to move beyond investigations that focus simply on identifying environmental practices in early education. Reframing environmental education research in this way suggests that eco-literacy can be utilised as a content area to examine issues associated with the relationship between content and pedagogy in early childhood education. Accordingly, the purpose of this paper is to advocate eco-literacy as a basis for investigating teachers perceptions of the relationship between content and pedagogy in early childhood education, with pedagogy considered in both constructivist-developmental and sociocultural terms. 4. Eco-Literacy as a Content Vehicle Ecological sustainability is the definitive goal of eco-literacy (including ecological literacy). Specifically, it is knowing, caring and practical competence about how people and societies relate to each other and to natural systems, and how they might do so sustainably (Orr, 1992: 92). In this way, knowing how the world works and therein knowing how to preserve and maintain ecological systems forms a primary part of an ecologically literate culture. The ecologically literate person then understands the dynamics of the environmental crisis which includes a thorough understanding of how people (and societies) have become so destructive.
172

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

Table 1 identifies various indicators which can be utilised to gauge teachers ecoliteracy levels about the environment and environmental education, each level is not mutually exclusive and teachers may be located within and between levels. Of course, this model is positioned in the wider context of education, specifically teaching and learning. It is clear that eco-literacy is ideally about developing a rich knowledge base and multifaceted beliefs and/or philosophies about the environment. The object of Orrs (1992) theory of ecological literacy is not to develop one particular view of the environment, but rather a complex understanding of the various philosophies which lead to ecological sustainability. Table 1: Teachers eco-literacy levels (A Cutter-Mackenzie, 2005: 126-127) ECO-LITERACY Ecologi cal Literacy Eco Philoso phy COMPLEX KNOWLEDGE BELIEFS

Ecological Illiteracy

Little understanding of environmental issues and/or the idea of an environmental crisis. Many misconceptions about environmental issues.

Believes that environment is a resource to be used by human beings. Science and technology will solve/manage any problems. All economic growth is good. Suspicion that environmental education and social change are necessary. Is developing awareness and sensitivity towards the importance of natural systems and the human impacts on them. Reformist belief that economic growth and resource exploitation can continue. Provision of effective environmental management agencies at national and local levels. Raising environmental awareness and concern is necessary within society/education.

Technocentric (Anthropocentric) Perspective

Nominal Ecological Literacy

Can recognise some basic terms used in communicating about the environment. May possess misconceptions about and provide nave explanations of environmental systems. Is beginning to identify environmental problems and the issues surrounding proposed solutions.

Accommodation perspective

173

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

Functional / Operational Ecological Literacy

Regularly uses environmental vocabulary with the correct definitions and in the appropriate context. Understands the organization and functioning of environmental systems and their interaction with human systems. Possesses the knowledge and skills to act on local problems and be involved with environmental concerns at the education level.

Is personally committed to environmental quality. Belief in the intrinsic importance of nature for defining and sustaining humanity. Rejection of materialism. Lack of faith in large-scale technology and continued economic growth. Personally committed to environmental education and the production of an environmentally literate and committed citizenry.

Communalist (Eco-Socialist) Perspective

Possesses a thorough understanding of how people and societies relate to each other and to natural systems, and how they might do so sustainability. Possesses a thorough understanding of the dynamics of the environmental crisis which includes a thorough understanding of how people (and societies) have become so destructive. Possesses an understanding of models of sustainability and associated environmental perspectives. Is able to synthesise environmental information and act upon that synthesis in ways that lead to environmental sustainability through environmental education.

Highly Evolved Ecological Literacy

Faith in cooperative capabilities of societies to establish self-reliant communities based on sustainable resource use. Belief in the intrinsic importance and preservation for defining nature and sustaining humanity. A belief that humanity should live simply, so that others can live. A passionate and committed belief in the production of an ecologically literate, committed and active citizenry.

Gaia Ecocentric Perspective

Clearly, environmental education then is as much about managing learning outcomes as it is about the content of the core concepts. In this respect, the early childhood teacher of environmental concepts is at once an environmentalist with an effective stock of knowledge and resources to enrich it, a designer of teacher programmes, an instructional designer sensitive to the learning needs of students and a skilful evaluator committed to achieving the outcomes of the educative process. The environmental educator (early childhood teacher) then is concerned with both learning to manage by managing to learn (Nyberg, 2001: 12).
174

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

This is a departure from the more usual concept of teaching that relies on nurturance, empathy with the young, and concern about seeking evidence that learning theory is confirmed. In contrast, an eco-literate teacher focuses on systematic instructional methods with stated outcomes so that environmental education policies and practices are translated into learning outcomes, as well as maintaining an overarching professional responsibility for the welfare of the learner (Nyberg, 2001: 12). Figure 2 illustrates a six step process for achieving such a learning management procedure that is anchored in intended environmental education outcomes appropriate to early childhood education. Figure 2: Environmental Education (eco-literacy) Learning Management Cycle (adapted from Nyberg, 2001: 13)

It is apparent that a teacher of whatever eco-literacy level or (regardless of their level of eco-literacy), has to draw on learning strategies to implement a pedagogical cycle. The first step is that of assessing the opportunity for students to learn eco-literacy and then designing a strategy. At this stage, a teacher has the requisite knowledge, can discover that knowledge or does not have the requisite knowledge to develop an effective cycle. In the environmental education context, this stage is critical because a teacher is subject to two constraints: there is a need to have access to the latest knowledge about the environment; and human activities like teaching must adapt to constantly changing contexts in the same way as ecosystems are always changing (Guay, 2001: 20). The other elements of the cycle, shown seriatim for the purposes of diagramming, draw on the accumulated wisdom and pedagogical skill of a teacher.

175

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

This model shows what happens with individual learners and the capacities of teachers with the practical interest of conceptualising how an ecologically literate population might be developed through participation in an education system1. 5. Concluding Comments For some time researchers have maintained that we are failing to teach young people the basics of the earth and how we might create an environmentally sustainable Australia. By failing to incorporate eco-literacy into the early years, the result will be generations of Australians without a clue why the colour of the water in their rivers is related to their food supply, or why storms are becoming more severe as the planet warms (Orr, 1992: 85-86). It is vital that childrens eco-literacy commences before school as young learners develop most of their final adult physioneurological capacity quite early in life (Catherwood, 1999). Further research is warranted in order to build a generation of knowledge associated with the role of ecoliteracy in early childhood education; therein supporting and facilitating the integration of eco-literacy in Australian early childhood settings. Understanding how eco-literacy is conceived in early education offers a vehicle for further examining issues associated with the content-pedagogy relationship in early childhood education, thereby contributing further knowledge to both the early education and environmental education fields. References Calder, W. (2005). The UN Decade of Education for Sustainable Development - A progress report. Association of University Leaders for a Sustainable Future, 7(2), 1-8. Catherwood, D. (1999). New views on the young brain: Offerings from developmental psychology to early childhood education. Contemporary Issues in Early Childhood, 1(1), 23-35. Corrie, L. (1999). Politics, the provision of physical amenities, and the push-down curriculum. Australian Journal of Early Childhood, 24(3), 510. Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The "missing" paradigm in environmental education (Part One). Environmental Education Research, 9(4), 497-524. Cutter-Mackenzie, A. (2004). Eco-Literacy: The "Missing Paradigm" in Environmental Education. Unpublished PhD, Central Queensland University, Rockhampton. Cutter-Mackenzie, A., & Edwards, S. (2006). Does composting the fruit scraps count? Environmental education as a content area in early childhood curriculum. Paper presented at the Australian Association Research in Early Childhood Education, Melbourne, Australia. Davis, J., and Elliott, S. (2003). Early childhood environmental education: Making it mainstream. Canberra: Early Childhood Australia.
1

In 2007, it is the authors intention to rigorously examine this model in an early childhood context. 176

Wooltorton, S. and Marinova, D. (Eds) Sharing wisdom for our future. Environmental education in action: Proceedings of the 2006 Conference of the Australian Association of Environmental Education

Edwards, S. (2005a). Talking about a revolution: Paradigmatic change in early childhood education. From developmental to sociocultural theory and beyond. Melbourne Studies in Education, 46 (1), 112. Edwards, S. (2005b). Constructivism doesnt only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 3747. Fleer, M. (2002). Socio-cultural theory: Rebuilding the theoretical foundations of EC education. Policy and Practice in Education. Early Education: Policy, Curriculum and Discourse, 54(1&2), 105121. Guay, L. (2001). Social Management of the Environment. Horizons, 4(4), 2022. Hedges, H., & Cullen, J. (2005). Subject knowledge in early childhood curriculum and pedagogy: beliefs and practices. Contemporary Issues in Early Childhood, 6(1), 6679. Kendall, J. (2003). Settings standards in early childhood education. Educational Leadership, 60(7), 6468. Kessler, S., & Hauser, M. (2000). Critical pedagogy and the politics of play. In L. Soto. (Ed). The politics of early childhood education (pp. 5971). New York: Peter Lang. Nyberg, B. (2001). Adaptive management moving from theory to practice. Horizons, 4(3), 1214. Orr, D.W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York. _______________________________________________________ Author Email: susan.edwards@education.monash.edu.au or amy.cuttermackenzie@education.monash.edu.au

177

Das könnte Ihnen auch gefallen