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

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

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

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

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

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)

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

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

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)

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

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

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