Research Handbook on Childhood Nature : Assemblages of Childhood and Nature Research

This 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 authored 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 the International Research Handbook on ChildhoodNature. Ara Mai He Tetekura: Māori Knowledge Systems That Enable Ecological and Sociolinguistic Survival in Aotearoa Mere Skerrett, Jenny Ritchie Artists as Emplaced Pedagogues: How Does Thinking About Children’s Nature Relations Influence Pedagogy? Elsa Lee, Nicola Walshe, Ruth Sapsed, Joanna Holland Becoming Childhoodnature: Experimenting a Research Assemblage Diana Masny Becoming Companions: Compositions of Childhoodnature Relation, Sense, Poetics, and Imagining by Children and Young People Helen Widdop Quinton, Laura Piersol, David Rousell, Joshua Russell, Ricco Dezan, Tayla Shannon et al. Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism Sue Elliott, Julie M. Davis Challenging the Anthropocentric Approach of Science Curricula: Ecological Systems Approaches to Enabling the Convergence of Sustainability, Science, and STEM Education Marianne Logan Child-Nature Interaction in a Forest Preschool Peter H. Kahn Jr., Thea Weiss, Kit Harrington Childhood Animalness: Relationality, Vulnerabilities, and Conviviality Joshua Russell, Leesa Fawcett Childhoodnature Alternatives: Adolescents in India, Nepal, and Bangladesh Explore Their Nature Connectedness Helen Widdop Quinton, Ferdousi Khatun Childhoodnature and the Anthropocene: An Epoch of “Cenes” Amy Cutter-Mackenzie-Knowles, Karen Malone, Hilary Whitehouse Childhoodnature Animal Relations: Section Overview Tracy Young, Pauliina Rautio Childhoodnature Ecological Systems and Realities: An Outline Marianne Logan, Helen Widdop Quinton Childhoodnature in Motion: The Ground for Learning Martha Hart Eddy, Ann Lenore Moradian Childhoodnature Pedagogies and Place: An Overview and Analysis Robert B. Stevenson, Greg Mannion, Neus (Snowy) Evans Childhoodnature – An Assemblage Adventure Amy Cutter-Mackenzie-Knowles, Karen Malone, Elisabeth Barratt Hacking Children Becoming Emotionally Attuned to “Nature” Through Diverse Place-Responsive Pedagogies Ron Tooth, Peter Renshaw Children Caring for the Australian Wet Tropics as a Response to the Anthropocene Hilary Whitehouse, Neus (Snowy) Evans, Clifford Jackson, Marcia Thorne Children in the Anthropocene: How Are They Implicated? Karen Malone Children’s Imaginative Play Environments and Ecological Narrative Inquiry Deborah Moore CineMusicking: Ecological Ethnographic Film as Critical Pedagogy Michael B. MacDonald Closing the Gap Through Rewilding, Interacting, and Overcoming Sean Blenkinsop, Peter H. Kahn Jr. Conceptualizing Parent(ing) Childhoodnature Through Significant Life Experience Simone Miranda Blom Developing Youth Agency Through Place-Based Education: Challenges and Opportunities Bob Coulter Eco-aesthetics, Metaphor, Story, and Symbolism: An Indigenous Perspective Gregory A. Cajete, Dilafruz R. Williams Embodied Childhoodnature Experiences Through Sensory Tours Carie Green Everyday, Local, Nearby, Healthy Childhoodnature Settings as Sites for Promoting Children’s Health and Well-Being Janet Dyment, Monica Green Experiences of Pet Death in Childhood Memories Nora Schuurman Exploring Space and Politics with Children: A Geosocial Methodological Approach to Studying Experiential Worlds Kirsi Pauliina Kallio Exploring the Significant Life Experiences of Childhoodnature Elisabeth Barratt Hacking, Debra Flanders Cushing, Robert Barratt Eye-to-Eye with Otherness: A Childhoodnature Figuration Iris Duhn, Gloria Quinones Fostering an Ecological Worldview in Children: Rethinking Children and Nature in Early Childhood Education from a Japanese Perspective Michiko Inoue Future Shock, Generational Change, and Shifting Eco-Social Identities: Forest School Practitioners’ Reasons to Train Mel McCree Greedy Bags of Childhoodnature Theories Karen Malone, Iris Duhn, Marek Tesar How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform Yu Huang, Jian Liu, Jin Wang, Yan-ni Xie Impact of Significant Childhoodnature Experiences on Environmental Identity Formation for Globally Mobile Children Attending International Schools Rianne Carolina van Zalinge In Place(s): Dwelling on Culture, Materiality, and Affect Sue Waite, John Quay Insect and Human Flourishing in Early Childhood Education: Learning and Crawling Together Elizabeth Y. S. Boileau, Constance Russell Moving Beyond Innocence: Educating Children in a Post-Nature World Helen Kopnina, Michael Sitka-Sage, Sean Blenkinsop, Laura Piersol Mundane Habits, Ordinary Affects, and Methodological Creations Rachel Holmes, Liz Jones, Jayne Osgood Nanotechnology, Anthropocene, and Education: Scale as an Aesthetic Catalyst to Rethink Concepts of Child/Nature Patti Vera Pente Nature Cements the New Learning: Expanding Nature-Based Learning into the K-5 Curriculum David Sobel, Rachel Larimore Nature Experience Areas: Rediscovering the Potential of Nature for Children’s Development Dörte Martens, Claudia Friede, Heike Molitor Outlining an Education Without Nature and Object-Oriented Learning Stefan L. Bengtsson Patterning in Childhoodnature Shelley Hannigan, Anna Kilderry, Lihua Xu Phenomenology with Children: My Salamander Brother Adonia F. Porto, Janice Kroeger Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry Mirka Koro-Ljungberg, Marek Tesar, Vicki Hargraves, Jorge Sandoval, Timothy Wells Post-critical Framing of Methodological Inquiry and Childhoodnature Paul Hart Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary Karin Murris Posthuman Theory and Practice in Early Years Learning Margaret Somerville Propositions for an Environmental Arts Pedagogy: A/r/tographic Experimentations with Movement and Materiality David Rousell, Alexandra Lasczik Cutcher, Peter J. Cook, Rita L. Irwin Rachel Carson’s Childhood Ecological Aesthetic and the Origin of The Sense of Wonder David A. Greenwood Rats, Death, and Anthropocene Relations in Urban Canadian Childhoods Narda Nelson Re-examining the Human-Nonhuman Animal Relationship Through Humane Education Maria Helena Saari Re-turning Childhoodnature: A Diffractive Account of the Past Tracings of Childhoodnature as a Series of Theoretical Turns Karen Malone Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Preservice Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role Alison L. Black Renaturing Science: The Role of Childhoodnature in Science for the Anthropocene Donald Gray, Edward M. Sosu Responsive Environmental Education: Kaleidoscope of Places in the Anthropocene Anneliese Mueller Worster, Jennifer Whitten Rethinking Children’s Connections with Other Animals: A Childhoodnature Perspective Gail F. Melson Section Introduction: Ecological Aesthetics: New Spaces, Directions, and Potentials David Rousell, Dilafruz Williams Significant Life Experiences that Connect Children with Nature: A Research Review and Applications to a Family Nature Club Chiara D’Amore, Louise Chawla Situating Indigenous and Black Childhoods in the Anthropocene Fikile Nxumalo Socializing Superiority: The Cultural Denaturalization of Children’s Relations with Animals Matthew Cole, Kate Stewart Sticky: Childhoodnature Touch Encounters Louise Gwenneth Phillips The Child-Nature Relationship in Television for Children Åsa Pettersson The Flat Weasel: Children and Adults Experiencing Death Through Nature/Culture Encounters Debra Harwood, Pam Whitty, Enid Elliot, Sherry Rose The Influence of Nature on a Child’s Development: Connecting the Outcomes of Human Attachment and Place Attachment Sarah Little, Victoria Derr The Mesh of Playing, Theorizing, and Researching in the Reality of Climate Change: Creating the Co-research Playspace Amy Cutter-Mackenzie-Knowles, David Rousell The Nature of Childhood in Childhoodnature Bryan Wee Third Culture Kids and Experiences of Places Oliver Picton, Sarah Urquhart Tin Shed Science: Girls, Aesthetics, and Permeable Learning Lucinda McKnight Toward a Pedagogy for Nature-Based Play in Early Childhood Educational Settings Julia Truscott Toward Decolonizing Nature-Based Pedagogies: The Importance of Sociocultural History and Socio-materiality in Mediating Children’s Connectedness-with-Nature Chesney Ward-Smith, Lausanne Olvitt, Jacqui Akhurst Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death Tracy Young, Jane Bone Uncommon Worlds: Toward an Ecological Aesthetics of Childhood in the Anthropocene David Rousell, Amy Cutter-Mackenzie-Knowles Unconscious Activisms and the Subject as Critic: A Slam Articlepoem Anne B. Reinertsen Unearthing Withling(s): Children, Tweezers, and Worms and the Emergence of Joy and Suffering in a Kindergarten Yard Tuure Tammi, Pauliina Rautio, Riitta-Marja Leinonen, Riikka Hohti Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland Anna Vladimirova, Pauliina Rautio Wild Hope: The Transformative Power of Children Engaging with Nature Cheryl Charles, Richard Louv Wild Pedagogies: Six Touchstones for Childhoodnature Theory and Practice Sean Blenkinsop, Bob Jickling, Marcus Morse, Aage Jensen “I Don’t Know What’s Gotten in to me, but I’m Guessing It’s Snake Germs”: Becoming Beasts in the Early Years Classroom Casey Y. Myers “She’s Only Two”: Parents and Educators as Gatekeepers of Children’s Opportunities for Nature-Based Risky Play Laura McFarland, Shelby Gull Laird "This 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." -- prové de l'editor