From boats to bushes: environmental elements supportive of children’s sociodramatic play outdoors

ABSTRACT

Sociodramatic play is a central activity of early childhood, one influenced by the nature of the environment where it occurs. Using the Smilansky Scale for the Evaluation of Dramatic and Socio Dramatic Play (Smilansky and Shefatya, 1990), this study compared the frequency and complexity of the sociodramatic play of two groups of fifteen 4–5 year old children in two preschool outdoor spaces differing in natural elements, resources, and spatial characteristics. Field notes and behaviour mapping were also employed to explore potential associations between the play characteristics, and specific elements and areas of the two spaces. Findings showed the following elements supported more frequent and complex sociodramatic play: a balanced conjunction of man-made resources and significant vegetation and natural loose parts; opportunities for seclusion and lack of overcrowding; linking pathways and open-ended design. The findings have implications for the design of outdoor spaces that support the frequency and complexity of children’s sociodramatic play.     

Visual methodology as a pedagogical research tool in geography education

This article offers an overview of visual methodology and its applications to geography in higher education. Drawings from an undergraduate mapping and map analysis course are used to concurrently highlight and deconstruct students' sense of place in the context of teaching and learning. As a pedagogical research tool, visual methods nurture self-reflection in learners, inform curriculum and instruction for diverse classrooms, and support the construction of meanings in geography.     

The Authority of Age: Institutions for Childhood Development in China, 1895−1910

The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.     

Children constructing Japan: material practices and relational learning

Children's understandings of place have been researched from the differing perspectives of ‘new social studies of childhood’, developmental psychology and geography education. However, the processes by which children construct their understandings of distant places have received relatively little attention. This paper summarises insights from the existing literature and outlines the findings from empirical research which employed a range of interpretive methods within a class of 14-year-olds studying Japan. Representations of Japan and the richly diverse material and relational contexts of their construction are summarised and illustrated by an in depth case study.     

The Impact of Childhood Migration on Educational Attainment: Evidence from rural–urban migrants in Indonesia

This paper estimates the effect of migrating permanently as a child from a rural area to an urban area; focusing on long-term educational attainment in Indonesia. We conduct a household survey specifically tailored to collect data on urban–rural migrants in four major migrant destination cities in Indonesia, and merge the data with a nationally representative survey to create a dataset that contains migrants in urban areas and non-migrants in rural areas who were born in the same rural districts. We find that individuals who migrated to the city as children attained three more years of education, compared to observably similar individuals who remained in rural areas. We find no gender differences in the benefit of childhood migration. Finally, age at migration and the size of network in the city do not significantly affect the educational attainment of childhood migrants.     

Geotheorizing mountain–child relations within anthropogenic inheritances*

This paper focuses on children’s relations with what is now known as Burnaby Mountain in British Columbia, Canada. In particular, it grapples with encounters with the mountain, atop which several childcare centres are located. The mountain, on unceded Indigenous Coast Salish territories, has become a contested site of colonial capitalist extraction due to a proposal to build a tar sands oil pipeline that would tunnel through the mountain. Sustained protest action emerged at the site amidst initiation of test borehole drilling activity by the pipeline company. In this paper, I engage with the potential of geotheorizing children’s relations as a critical response that interrupts dominant understandings of what is seen as appropriate for young children’s curriculum. I consider the effects of refiguring children’s subjectivities through geologic and geontological relations for the normalization and resistance of settler colonialism’s human-centric and extractive structurings.     

徐连与鲁南两经济带带情和发展的比较研究

首先通过对徐连与鲁南两经济带在自然资源、位置交通、人口城镇及经济基础等条件的客观评析,指出它们的同异与优劣之处;其次对两经济带的地缘历史嬗变进行简明回溯,认为无论是目前还是将来,都当以\"淮海经济区\"为共建目标;最后就两带合理分工协作、共同发展振兴等议题提出一些初步看法。     

Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Systems thinking is regarded as a key competence in the field of education for sustainable development (ESD), because it helps students to understand the complexity and dynamics of natural, social and economic systems. In our research group, we developed a competence model that distinguishes four dimensions of systems thinking in ESD. Based on this model, we designed different university courses in biology and geography teacher education and measured their effects on student teachers’ systems thinking and the pedagogical content knowledge for teaching systems thinking with two different tests. Both variables could be effectively promoted depending on the course.     

The emergence of early childhood education outdoor programs in British Columbia: a meandering story

ABSTRACT

This paper explores the emergence of early childhood education outdoor programs in British Columbia, Canada. The story told follows paths not dissimilar from how one might observe children on a walk to the park. While the park is the destination, it is the journey to the park, of picking up pebbles, looking at flowers, and finding sticks, that enlivens and binds the journey. Through our consideration of stories from a number of outdoor programs, we weave patterns that join their emergence and consider how their stories might sustain and encourage educational action.     

Looking through the learning disability lens: inclusive education and the learning disability embodiment

Inclusion as an educational approach for students with disabilities is a widely debated topic. The concept of inclusion is often referred to as a philosophy that all pupils – regardless of ability and other differences – should be included within age-appropriate community schools [Stainback, S.B. and Stainback, W. eds., 1996. Inclusion: a guide for educators. Baltimore, MD: Paul H. Brookes Publishing, Artiles, A.J. and Kozleski, E.B., 2007. Beyond convictions: interrogating culture, history, and power in inclusive education. Language Arts, 84 (4), 357–365]. This educational approach has been scrutinized for its capacity to meet the needs of students with and without disabilities Lindsay, G., 2003. Inclusive education: a critical perspective. British journal of special education, 30 (1), 3–12; Kauffman, J.M. and Hallahan, D.P., 2005 Kauffman, J. M. and Hallahan, D. P. 2005. Special education: what it is and why we need it, Toronto, , Canada: Pearson.  [Google Scholar]. Special education: what it is and why we need it. Toronto, Canada: Pearson; McPhail, J.C. and Freeman, J.C., 2005. Beyond prejudice: thinking towards genuine inclusion. Learning disability research and practice, 20 (4), 254–267]. However, as Bodgan and Taylor [1990. Looking at the bright side: a positive approach to qualitative policy and evaluation research. Qualitative sociology, 13 (2), 183–192.] point out, the ‘does it work’ framework for analyzing inclusion programs for persons with disabilities is not beneficial to practitioners and researchers who believe that ‘integration into society is a moral question rather than an empirical one’ (p. 187). Instead of questioning whether inclusion ‘works’ or is ‘effective’ for students with learning disabilities (SLD), this study uses a critical geography perspective to examine from the SLDs' perspective how educational spaces are as socially and discursively constructed as places of inclusion and exclusion. This paper also examines interest in how these constructions of places are situated in relation to provincial and regional inclusive education policies.     

Archaeology of Northeast Thailand in Relation to the Pre-Khmer and Khmer Historical Records

An earlier study of how the archaeological data from the Khmer period in northeast Thailand confirm and augment the information from historical texts is expanded into an examination of the early historic pre-Khmer and the post-Khmer periods. For these, both the historical and the archaeological data are more limited and problematic. The archaeological record confirms generally the changes associated with the transition from prehistory to history but raises questions about the sources of external influence and the types of political and economic organization which characterized northeast Thailand societies. More robust archaeological data and more precise chronological control will be necessary to test historical models of pre-Angkorian and post-Angkorian political development.     

‘Britishness’, Colonial Governance and Education: St Helenian Children in Colonial Natal in the 1870s

This article considers understandings of ‘Britishness’ in the Natal colony in the 1870s. Focusing on St Helenian children’s expulsion from ‘government’ schools that were ostensibly open to all racial groups, the article shows how competing definitions of race and ‘Britishness’ shaped the responses of colonial officials, settlers and the St Helenian community to the expulsion. The white settler population in Natal was concerned about St Helenian economic migrants’ inclusion in white, English society. In particular, the ambiguous racial status of St Helenians was seen as potentially harmful to white children. The focus on a group of recent incomers to the colony uncovers a process of racialisation unfolding in the context of migrations within the British Empire. The case highlights how movement and migration within the empire could bring these definitions of race and Britishness into conversation and conflict with each other.     

王夫之进步教育观论略

作为明清之季杰出的思想家,王夫之的主要贡献并不在教育方面,但他却有着丰富而进步的教育思想。尤其是他的重视对儿童进行早期教育、重视“情商”教育的思想,以及行先知后的知行观等,都极大地丰富了中国传统教育理论,并在今天仍然散发着它的理论光芒。     

Utopian Promise or Burdensome Responsibility? A Critical Analysis of the UK Government's Building Schools for the Future Policy

Abstract: This paper critically analyses a nationwide school‐building programme in England: Building Schools for the Future (BSF). It is argued that, between 2003 and 2010, the UK Government's policy guidance for BSF represented a (re)turn to utopian discourse in governmental policy‐making, mobilised in order to justify a massive programme of new school building in the UK. In doing so, BSF connected with the promise of three further discourses: school(‐children), community and architectural practice. It anticipated that new school buildings would instil transformative change—modernising English schooling, combating social exclusion and leaving an architectural “legacy”. However, it is argued that BSF constituted an allegorical utopia: whilst suggesting a “radical” vision for schooling and society, its ultimate effect was to preserve a conventional (neo‐liberal) model of schooling. The paper highlights the critical role that notions of utopia might have in negotiating—and challenging—promise‐laden mega‐building policies like BSF. In doing so, it develops recent geographical research on utopia, education and architecture.     

Claiming Space: Aboriginal Students within School Landscapes

There is an emerging body of theoretical, historical and design research that examines the ways in which race and cultural identity are understood to be produced and represented in the landscape. Yet, there remains a dearth of research examining both the historic and contemporary effects of race upon the development of school geographies. This paper has two broad purposes. It highlights the experiential aspects of racialized geographies within schools and, at the same time, it grapples with the processes that maintain or challenge the spatial conditions for the construction of whiteness. Drawing upon in-depth case study research this paper highlights the experiences of Aboriginal students and staff at four different schools, with a particular focus on cross-cultural schools, in Manitoba, Canada.

What is needed is a concept of landscape that helps point the way to those interventions that can bring about much greater social justice. And what landscape study needs even more is a concept of landscape that will assist the development of the very idea of social justice. (Henderson, 2003, p. 196)