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Constructing Nature with Children : = A Phenomenological Study of Preschoolers' Experiences With(In) a Natural Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Constructing Nature with Children :/
其他題名:	A Phenomenological Study of Preschoolers' Experiences With(In) a Natural Environment.
作者:	Porto, Adonia F.
面頁冊數:	1 online resource (236 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355184716

Constructing Nature with Children : = A Phenomenological Study of Preschoolers' Experiences With(In) a Natural Environment.
Porto, Adonia F.

Constructing Nature with Children :A Phenomenological Study of Preschoolers' Experiences With(In) a Natural Environment. - 1 online resource (236 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2017.

Includes bibliographical references

This research investigated young children's experiences of a natural wetland environment as they constructed meanings of nature in a group. This work was framed theoretically on the premise of social constructivism and ethical listening in efforts to phenomenologically understand how children came to know nature through pre-reflective and reflective experience. The phenomenological double hermeneutic method supported a data collection of 2400 minutes of video, 110 minutes of audio recording, 120 pages of handwritten notes, 56 drawings as reflections, and 88 photographs. Phenomenological writing, including anecdotes and punctum, led to the culmination of Our Five Phenomena of Nature. The five phenomena we discovered were Nature Hides us from Evil, Nature is Unpredictable and Surprising, Nature can be Dead and Alive, Nature Likes Children and We're All Nature. Each phenomenon activated learning, for 16 children and 2 adults, and fostered an ongoing relationship with(in) nature and an understanding of be(in)nature, that we can be in nature outdoors or that as humans, we are nature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355184716Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Constructing Nature with Children : = A Phenomenological Study of Preschoolers' Experiences With(In) a Natural Environment.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ph.D.)--Kent State University, 2017.
504 $a Includes bibliographical references
520 $a This research investigated young children's experiences of a natural wetland environment as they constructed meanings of nature in a group. This work was framed theoretically on the premise of social constructivism and ethical listening in efforts to phenomenologically understand how children came to know nature through pre-reflective and reflective experience. The phenomenological double hermeneutic method supported a data collection of 2400 minutes of video, 110 minutes of audio recording, 120 pages of handwritten notes, 56 drawings as reflections, and 88 photographs. Phenomenological writing, including anecdotes and punctum, led to the culmination of Our Five Phenomena of Nature. The five phenomena we discovered were Nature Hides us from Evil, Nature is Unpredictable and Surprising, Nature can be Dead and Alive, Nature Likes Children and We're All Nature. Each phenomenon activated learning, for 16 children and 2 adults, and fostered an ongoing relationship with(in) nature and an understanding of be(in)nature, that we can be in nature outdoors or that as humans, we are nature.
520 $a Nature's unpredictability forces us to be in conditions of being and becoming and an openness to what curriculum becomes with children. Children led their own inquiries to discover the known and unknown, leading to group understanding. Over time, the children discovered that, like them, nature needs care and compassion. Teaching and research implications are discussed as Learning with(in) Nature, We Care to (Re)know Nature, Knowing Nature Differently and Making Sense of Nature to provide possibilities for how other children and teachers might (re)know nature.
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