Childhood Education Innovations

Volume 95, Number 6

November/December 2019

CONTENTS

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“Nature Pedagogy: Education for sustainability”
We need a new form of education for sustainability, one that integrates the rights of the natural world with the sustainability of the human race. This article introduces the concept of nature pedagogy1 as a means of achieving those two goals and opening up the debate around education that embraces observable and unobservable phenomena.


 

“Artists First, Teachers Second”
A primary purpose of schooling is to provide opportunities for children to develop positive dispositions about learning and persistence, hone academic content knowledge, and develop skills for applying content in relevant ways. To this end, instruction has focused to a large degree on literacy and math instruction. Social studies, science, and especially the arts are marginalized or removed completely from the instructional day.


 

“Educating for Global Citizenship: Lessons from psychology”
What can educators do to encourage students to see themselves as global citizens? What does it mean to call oneself a global citizen? Is holding this identity important or is it just another buzzword? These questions have been discussed in education circles and theorized about by education researchers increasingly over the last few years.


 

“Education for Global Peace”
Persons become peacebuilders when they have been trained—educated—in the ways of peace, when they learn what peace is and how violence is defeated, and when they learn how to make conflict constructive rather than destructive. Very young children can be taught the ways of peace, and that educational process should never end.


 

“Tackling Social Isolation in Middle School”
Research indicates that social isolation among youth is on the rise and not only impacts a child’s self-esteem, but also plays a key role in health and academic performance. A 2013 study published in the American Journal of Public Health linked social isolation with depression, loss of sleep, eating disorders, and poor cardiovascular health.


 

“Playing Well With Others: Collaborating on children’s right to play”
Access to play has been recognized as a universal right of children (UN Convention on the Rights of the Child, Article 31) and promoted by international and national organizations with a focus on children’s well-being, such as Childhood Education International, the International Play Association, the US Play Coalition, and the Alliance for Childhood. However, local community groups are often the entities that can be most helpful in organizing and sustaining accessibility to children’s play experience.


 

“Expanding Our Reach, Using Our Strengths: From laundromats to manufactured housing communities”
By transforming everyday, informal spaces into places of learning and engagement, the nonprofit Libraries Without Borders (LWB) is striving to expand access to information and bridge the digital divide across the United States. Such transformations could be anything from creating pop-up libraries inside laundromats to setting up interactive learning spaces in communities with limited schooling options.


 

“The Early Childhood Workforce Initiative: A hub of empowerment and support”
Early childhood development (ECD) policies and programs are increasingly recognized as having a strong, positive impact at both the individual (e.g., learning, health, behavior) and societal (e.g., inclusion, social cohesion, earnings) levels (World Health Organization, United Nations Children’s Fund, World Bank Group1). Yet, little attention is given to the lived experiences and working conditions of the workforce who deliver ECD services.


 

“Creative Body-Based Learning: Not just another story about the arts and young people”
Test-driven approaches to instruction emphasize particular skills, including memorization and recall, and favor direct instruction. Such teaching provides limited opportunities for students to demonstrate deeper knowledge, advanced ability, or problem-solving skills. Many children are unable to demonstrate their skills and understanding through desk-based written tests, thus entering a cycle of failure.