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Playing With Environmental Education

Published online by Cambridge University Press:  23 October 2014

Amy Cutter-Mackenzie  and
Susan Edwards
Amy Cutter-Mackenzie
Affiliation:
Southern Cross University, Gold Coast Campus, Queensland, Australia
Susan Edwards
Affiliation:
Australian Catholic University, Melbourne, Victoria, Australia
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Extract

This article represents the early collaboration of Cutter-Mackenzie and Edwards in early childhood environmental education. The article grappled with the notion of knowledge and its role in the teaching and learning of early childhood education. At that time, ‘knowledge’ was viewed as difficult to integrate with play-based approaches to learning in early childhood education due to reliance in the field of traditional theories of play as a basis for early childhood pedagogy. This meant that open-ended or free play dominated practice, where the role of the teacher was invariably to be seen but not heard.

Type
Response Articles
Information
Australian Journal of Environmental Education , Volume 30 , Issue 1 , July 2014 , pp. 134 - 135
Copyright
Copyright © The Author(s) 2014 

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References

Cutter-Mackenzie, A., Edwards, S., Moore, D., & Boyd, W. (2014). Young children's play and environmental education in early childhood education. The Netherlands: Springer.Google Scholar
Cutter-Mackenzie, A., & Edwards, S. (2013). The next 20 years: Imagining and re-imagining sustainability, environment and education in early childhood education. In Elliott, S., Davis, J., Edwards, S., & Cutter-Mackenzie, A. (Eds.), Best of sustainability: Research, practice and theory (pp. 61–67). Canberra, Australia: Early Childhood Australia.Google Scholar
Cutter-Mackenzie, A., Edwards, S., & Widdop Quinton, H. (2014). Child-framed video research methodologies: Issues, possibilities and challenges for researching with children. Children's Geographies. Advance online publication. doi:10.1080/14733285.2013.848598Google Scholar
Edwards, S., & Cutter-Mackenzie, A. (2011). Enviromentalising early childhood education curriculum through pedagogies of play. Australian Journal of Early Childhood Education, 36 (1), 51–60.Google Scholar
Edwards, S., & Cutter-Mackenzie, A. (2013). ‘Next time we can be penguins’: Expanding the concept of ‘learning play’ to support learning and teaching about sustainability in early childhood education. In Lillemyr, O., Dockett, S., & Perry, B. (Eds.), Varied perspectives on play and learning: Theory and research in early years education (pp. 255–274). Charlotte, NY: Information Age Press.Google Scholar