1. A knowledge creation approach to environmental education in early childhood: Vygotskyan theories in practice Dr Cynthia Prince cprince@eit.ac.nz 17 th European Early Childhood Education Research Association (EECERA) Conference Prague, Czech Republic, 29 th August -1 st September, 2007

2. Aim of the study To create a community of learners to promote environmental education in early childhood curriculum and to enhance children’s learning and knowledge base

3. Description of the study Qualitative research Two phases Socio-cultural approach Two centres: one kindergarten, one childcare centre Located in lower socio-economic areas Participants: –Four kindergarten teachers –Eight childcare staff –Seven focus group parents and six focus children at each centre

4. Interviews: Three Interview one: Before the implementation of the environmental education integrated curriculum (EEIC). Baseline knowledge Interview two: Immediately after the EEIC Interview three: At the completion of the research process Interview process: –Children: Individual –Teachers/Parents: Focus groups

5. Research Methods Observations: ▪Teachers ▪ Focus Children Document analysis Conversations Research journal

6. Participatory Action Research (PAR) Methodology Teachers documented the PAR* process Researcher : –Observed teachers and focus children –Had conversations with teachers and parents about the creation of a community of learners *(Kemmis & McTaggart, 2000)

7. Theoretical Underpinnings Environmental education: Education About In and For the environment* *(Fleer, 1998)

8. Vygotskyan Theories Zone of Proximal Development (ZPD) Cultural tools Spontaneous concepts Formal concepts ( Vygotsky, 1978)

9. Theoretical Underpinnings Funds of knowledge* Social capital** Strengths and resources Cultural and socio-economic background Domain knowledge*** A community of learners**** * (Moll, 2000) *** (Wellman & Gelman, 1992) **(Field, 2003; Halpern,2005) ****(McCaleb, 1997)

10. Metaphors of Learning Sfard (1998) ▪ acquisition metaphor ▪participation metaphor Paavola et al (2002) ▪ knowledge creation metaphor Bereiter (2002) ▪ conceptual artefacts (theories, models, ideas)

11. Major Finding Children and adults create their own knowledge ‘in the world’.This finding extends on Vygotsky’s spontaneous and formal concepts

12. Conclusion The study highlighted how a collaborative socio-cultural approach to environmental education can progress in the context of research to become a knowledge creation process supported by participatory action research and the creation of a community of learners