000 04173nam a22005295i 4500
001 978-3-319-67286-1
003 DE-He213
005 20210303090727.0
007 cr nn 008mamaa
008 200313s2020 gw | s |||| 0|eng d
020 _a9783319672861
024 7 _a10.1007/978-3-319-67286-1
_2doi
040 _cМУБИС
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
245 1 0 _aResearch Handbook on Childhoodnature
_h[electronic resource] :
_bAssemblages of Childhood and Nature Research /
_cedited by Amy Cutter-Mackenzie-Knowles, Karen Malone, Elisabeth Barratt Hacking.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _a298 illus., 267 illus. in color. eReference.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringer International Handbooks of Education,
_x2197-1951
505 0 _aIntroduction -- Section One: ChildhoodNature Theoretical Perspectives -- Section Two: ChildhoodNature Research Methodologies -- Section Three: Cultural, Political and Ethical Perspectives of ChildhoodNature -- Section Four: ChildhoodNature, the Anthropocene & the crisis of Sustainability -- Section Five: ChildhoodNature Significant Life Experience -- Section Six: ChildhoodNature Ecological Systems -- Section Seven: ChildhoodNature Animal Relations -- Section Eight: ChildhoodNature Pedagogies & Place -- Section Nine: ChildhoodNature Ecological Aesthetics & the Learning Environment -- Conclusion -- ChildhoodNature Companion.
520 _aThis handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: • Opening up spaces for Childhoodnature researchers; • Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature. .
650 0 _aChild development.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aEnvironment.
650 1 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aEnvironment, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/U00009
700 1 _aCutter-Mackenzie-Knowles, Amy.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aMalone, Karen.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aBarratt Hacking, Elisabeth.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eReference
776 0 8 _iPrinted edition:
_z9783319672854
830 0 _aSpringer International Handbooks of Education,
_x2197-1951
856 4 0 _uhttps://doi.org/10.1007/978-3-319-67286-1
942 _2ddc
_cEBOOK
999 _c102277
_d102277