Whole Earth? Developing an early childhood education response

Conference paper

Bolshaw, P. and Kemp, N. 2016. Whole Earth? Developing an early childhood education response.
AuthorsBolshaw, P. and Kemp, N.
TypeConference paper
Description

Whilst Education for Sustainable Development (ESD) is now a growing area of research interest particularly within
the Higher Education sector, Early Childhood Education for Sustainability is by contrast much less well developed.
The issue of how Early Childhood Education can contribute to sustainability is the central concern of this paper.
It details the ways in which one University has used the provocation of a photographic exhibition (Whole Earth?)
to engage staff, students and practitioners working within the field of Early Childhood with sustainability. A series
of case studies from local settings within Kent and Medway are used to illustrate the responses developed by
participants to the exhibition highlighting changes in perspective and understanding.

KeywordsEducation for sustainable development; Sustainability; Early childhood education
Year2016
ConferenceSustainability in Higher Education: Opportunities and Challenges
Web address (URL) of conference proceedingshttps://repository.canterbury.ac.uk/download/47414f3c5e5bd7c9c9a3e1a5f5bc59832b44398607cb1fe8e60425cf5eae5a83/2125312/2016-sustainability-conference-proceedings.pdf
Publication process dates
Deposited02 Jun 2023
Permalink -

https://repository.canterbury.ac.uk/item/94vqq/whole-earth-developing-an-early-childhood-education-response

  • 62
    total views
  • 0
    total downloads
  • 7
    views this month
  • 0
    downloads this month

Export as

Related outputs

Nexus researching church toddler groups
Casson, A., Pittaway, A., Woolley, M., Watts, T., Clemmey, K., Kemp, N. and Bowie, B. 2024. Nexus researching church toddler groups. Canterbury National Institute for Christian Education Research (NICER).
From weeds to tiny flowers: Rethinking the place of the youngest children outdoors
Kemp, N., Josephidou, J. and Bolshaw, P. 2023. From weeds to tiny flowers: Rethinking the place of the youngest children outdoors. Canterbury Canterbury Christ Church University.
A life ‘in and with’ nature in the period of earliest childhood'
Kemp, N. and Josephidou, J 2023. A life ‘in and with’ nature in the period of earliest childhood'. in: The Bloomsbury Handbook to Friedrich Froebel London Bloomsbury.
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers
Kemp, N. and Josephidou, Jo 2023. Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years. https://doi.org/10.1080/09575146.2023.2235913
Paying attention to the spiritual flourishing of young children in church toddler groups: a scoping study evaluating the feasibility of a research study in this context
Casson, A., Woolley, M., Pittaway, Ann, Watts, Tansy, Kemp, Nicola, Bowie, B., Clemmey, Katie and Aantjes, R. 2023. Paying attention to the spiritual flourishing of young children in church toddler groups: a scoping study evaluating the feasibility of a research study in this context. Religions. 14 (2), p. 236. https://doi.org/10.3390/rel14020236
The fierce urgency of now? Navigating paradoxes in sustainability education
Scoffham, S., Kemp, N. and Consorte-McCrea, A. 2022. The fierce urgency of now? Navigating paradoxes in sustainability education. International Journal of Sustainability in Higher Education. 23 (1), pp. 1-3. https://doi.org/10.1108/IJSHE-01-2022-515
Developing an ECEC response to the global environmental crisis: The potential of the Froebelian-inspired ‘NENE Pedagogy’
Kemp, N., Josephidou, J. and Watts, T. 2022. Developing an ECEC response to the global environmental crisis: The potential of the Froebelian-inspired ‘NENE Pedagogy’.
Understanding the media in young children’s lives: An introduction to the key debates
Bolshaw, P. and Josephidou, J. 2022. Understanding the media in young children’s lives: An introduction to the key debates. Oxon Routledge.
A life ‘in and with nature?’ Developing nature engaging and nature enhancing pedagogies for babies and toddlers
Josephidou, J. and Kemp, N. 2022. A life ‘in and with nature?’ Developing nature engaging and nature enhancing pedagogies for babies and toddlers . Global Education Review.
Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families. A TACTYC funded report.
Josephidou, J., Rodriguez-Leon, L., Bennett, S., Bolshaw, P., Musgrave, J. and Rix, J. 2021. Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families. A TACTYC funded report. TACTYC.
Outdoor provision for babies and toddlers: Exploring the practice/policy/research nexus in English ECEC settings
Josephidou, Jo, Kemp, Nicola and Durrant, Ian 2021. Outdoor provision for babies and toddlers: Exploring the practice/policy/research nexus in English ECEC settings. European Early Childhood Education Research Journal. 29 (6). https://doi.org/10.1080/1350293x.2021.1985555
Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings
Kemp, N. and Josephidu, J. 2021. Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings. Early Years: An International Journal of Research and Development. 43 (1), pp. 137-150. https://doi.org/10.1080/09575146.2021.1915962
Where are the babies? Engaging under twos with the outdoors
Kemp, N. 2020. Where are the babies? Engaging under twos with the outdoors. Canterbury Canterbury Christ Church University.
Making connections with their world: Outdoor provision for under-twos in early childhood settings in Kent
Kemp, N., Josephidou, J. and Durrant, I. 2020. Making connections with their world: Outdoor provision for under-twos in early childhood settings in Kent . Canterbury Canterbury Christ Church University.
Understanding gender and early childhood: an introduction to the key debates.
Josephidou, J. and Bolshaw, P. 2020. Understanding gender and early childhood: an introduction to the key debates. Oxon Routledge.
The paradox model: towards a conceptual framework for engaging with sustainability in higher education
Kemp, N. and Scoffham, S. 2020. The paradox model: towards a conceptual framework for engaging with sustainability in higher education. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-08-2020-0311
Conclusion: Stepping into sustainable futures: actions, developments and networks
Kemp, N., Wall, T., Puntha, H., Molthan-Hill, P, Puntha, S. and Baden, D. 2020. Conclusion: Stepping into sustainable futures: actions, developments and networks. in: Molthan-Hill, P., Luna, H., Wall, T., Puntha, H. and Baden, D. (ed.) Storytelling for Sustainability in Higher Education: An Educator's Handbook Routledge. pp. 386-398
Education for sustainability in early childhood education: sustainability transformation through collaboration
Kemp, N. and Bolshaw, P. 2020. Education for sustainability in early childhood education: sustainability transformation through collaboration. in: Prioritizing Sustainability Education: A Comprehensive Approach Abingdon Routledge. pp. 161-175
The educational potential of the Harmony Project
Kemp, N., Pagden, A. and J. Marshall. 2019. The educational potential of the Harmony Project. Canterbury Christ Church University.
Views from the staffroom: Forest School in English primary schools
Kemp, N. 2019. Views from the staffroom: Forest School in English primary schools . Journal of Adventure Education & Outdoor Learning. 20 (4), pp. 369-380. https://doi.org/10.1080/14729679.2019.1697712
The ‘connecting children and nature network’: building a collaborative partnership for change
Kemp, N. 2015. The ‘connecting children and nature network’: building a collaborative partnership for change. Local Economy. https://doi.org/10.1177/0269094215578225
Review 'the Palgrave international handbook of alternative education. edited by Helen E. Lees and Nel Noddings. Macmillan Publishers Ltd: London 2016'
Kemp, N. 2017. Review 'the Palgrave international handbook of alternative education. edited by Helen E. Lees and Nel Noddings. Macmillan Publishers Ltd: London 2016'. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2017.1381432
Inclusive policy and practice
O'Connor, S. and Bolshaw, P. 2018. Inclusive policy and practice. in: Powell, S. and Smith, K. (ed.) An Introduction to Early Childhood Studies London SAGE. pp. 187-196
Introducing research in early childhood
Bolshaw, P. and Josephidou, J. 2018. Introducing research in early childhood. London SAGE.
The place of forest school in English primary schools: senior leader perspectives
Kemp, N. and Pagden, A. 2018. The place of forest school in English primary schools: senior leader perspectives. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2018.1499791
Exploring the transformational impact of international study visits on early childhood studies students
Josephidou, J. and Bolshaw, P. 2017. Exploring the transformational impact of international study visits on early childhood studies students.
Exploring the transformational impact of international study visits on early childhood studies students
Bolshaw, P. and Josephidou, J. 2017. Exploring the transformational impact of international study visits on early childhood studies students.
Exploring children's perceptions of the gendered nature of the early years workforce
Bolshaw, P., Josephidou, J. and O'Connor, S. 2017. Exploring children's perceptions of the gendered nature of the early years workforce.
Where shall we play? How shall we play?
Josephidou, J. and Bolshaw, P. 2017. Where shall we play? How shall we play?
Learning to be literate
Bolshaw, P. 2017. Learning to be literate. in: Ritchie, C. (ed.) Exploring Children’s Learning 3-11 Oxon Routledge. pp. 126-139
Understanding the therapeutic benefits of engagement with the natural environment within the Dandelion Time approach: a review of literature
Kemp, N. and Watts, T. 2017. Understanding the therapeutic benefits of engagement with the natural environment within the Dandelion Time approach: a review of literature. Canterbury Christ Church University.
Curriculum review of ESD at CCCU: a case study in health and wellbeing
Consorte-McCrea, A., Griggs, C. and Kemp, N. 2017. Curriculum review of ESD at CCCU: a case study in health and wellbeing. in: Leal Filho, W. (ed.) Implementing Sustainability in the Curriculum of Universities: Approaches, Methods and Projects Springer. pp. 247-262
New leaders in early years: making a difference for children in England
Meehan, C., Bolshaw, P. and Hadfield, E. 2017. New leaders in early years: making a difference for children in England. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1324436
Whole Earth? Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth? Developing an early childhood education response.
Exploring male early childhood studies students’ perceptions of working with young children in terms of a viable career choice
Josephidou, J., Bolshaw, P. and O'Connor, S. 2016. Exploring male early childhood studies students’ perceptions of working with young children in terms of a viable career choice.
Whole Earth?: Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth?: Developing an early childhood education response.
Inside out and upside down (Learning, Teaching and Research strand)
Vujakovic, P. and Kemp, N. 2014. Inside out and upside down (Learning, Teaching and Research strand). 18th Environmental Association of Universities and Colleges Annual Conference. Nottingham Trent University
New leaders in early years: Making a difference for children in England
Meehan, C., Bolshaw, P. and Hadfield, E. 2015. New leaders in early years: Making a difference for children in England.
Developing the professional identity of vocationally trained students in university - experiences with action research on the Foundation Degree 'Professional Studies in Early Years'
Bolshaw, P. 2015. Developing the professional identity of vocationally trained students in university - experiences with action research on the Foundation Degree 'Professional Studies in Early Years'. in: Maier-Hofer, C. (ed.) Angewandte Kindheitswissenschaften: Eine Einführung in das Paradigma Heidelberg, Germany Springer. pp. 107-132
It’s contagious! developing sustainability perspectives in academic life at a UK university
Scoffham, S. and Kemp, N. 2014. It’s contagious! developing sustainability perspectives in academic life at a UK university. in: Integrating Sustainability Thinking in Science and Engineering Curricula, Switzerland Springer. pp. 89-102
New leaders in early years (NLEY): making a difference for children in England
Meehan, C. and Bolshaw, P. 2012. New leaders in early years (NLEY): making a difference for children in England.