Research Handbook on ChildhoodNature

Table of Contents

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   Book Overview
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   Chapter 2 Childhoodnature: An Assemblage Adventure
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   Chapter 3 Greedy Bags of Childhoodnature Theories
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   Chapter 4 Re-turning Childhoodnature: A Diffractive Account of the Past Tracings of Childhoodnature as a Series of Theoretical Turns
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   Chapter 6 Posthuman Theory and Practice in Early Years Learning
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   Chapter 7 Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary
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   Chapter 9 Eye-to-Eye with Otherness: A Childhoodnature Figuration
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   Chapter 10 The Influence of Nature on a Child’s Development: Connecting the Outcomes of Human Attachment and Place Attachment
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   Chapter 12 Outlining an Education Without Nature and Object-Oriented Learning
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    Chapter 13 In Place(s): Dwelling on Culture, Materiality, and Affect
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    Chapter 14 The Mesh of Playing, Theorizing, and Researching in the Reality of Climate Change: Creating the Co-research Playspace
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    Chapter 15 Post-critical Framing of Methodological Inquiry and Childhoodnature
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    Chapter 17 Becoming Childhoodnature: Experimenting a Research Assemblage
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    Chapter 20 Mundane Habits, Ordinary Affects, and Methodological Creations
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    Chapter 21 Porous, Fluid, and Brut Methodologies in (Post)qualitative Childhoodnature Inquiry
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    Chapter 22 Unconscious Activisms and the Subject as Critic: A Slam Articlepoem
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    Chapter 23 Children’s Imaginative Play Environments and Ecological Narrative Inquiry
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    Chapter 25 Unplanning Research with a Curious Practice Methodology: Emergence of Childrenforest in the Context of Finland
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    Chapter 27 Closing the Gap Through Rewilding, Interacting, and Overcoming
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    Chapter 29 Wild Hope: The Transformative Power of Children Engaging with Nature
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    Chapter 30 Nature Cements the New Learning: Expanding Nature-Based Learning into the K-5 Curriculum
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    Chapter 32 Wild Pedagogies: Six Touchstones for Childhoodnature Theory and Practice
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    Chapter 33 Child-Nature Interaction in a Forest Preschool
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    Chapter 35 Childhoodnature and the Anthropocene: An Epoch of “Cenes”
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    Chapter 36 Children in the Anthropocene: How Are They Implicated?
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    Chapter 37 Situating Indigenous and Black Childhoods in the Anthropocene
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    Chapter 38 Renaturing Science: The Role of Childhoodnature in Science for the Anthropocene
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    Chapter 39 Children Caring for the Australian Wet Tropics as a Response to the Anthropocene
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    Chapter 40 Moving Beyond Innocence: Educating Children in a Post-nature World
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    Chapter 42 How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform
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    Chapter 45 Rats, Death, and Anthropocene Relations in Urban Canadian Childhoods
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    Chapter 46 Exploring the Significant Life Experiences of Childhoodnature
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    Chapter 48 Remembering and Representing the Wonder: Using Arts-Based Reflection to Connect Pre-service Early Childhood Teachers to Significant Childhoodnature Encounters and Their Professional Role
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    Chapter 49 Significant Life Experiences that Connect Children with Nature: A Research Review and Applications to a Family Nature Club
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    Chapter 50 Impact of Significant Childhoodnature Experiences on Environmental Identity Formation for Globally Mobile Children Attending International Schools
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    Chapter 51 Phenomenology with Children: My Salamander Brother
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    Chapter 52 Embodied Childhoodnature Experiences Through Sensory Tours
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    Chapter 53 The Child-Nature Relationship in Television for Children
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    Chapter 54 Childhoodnature Ecological Systems and Realities: An Outline
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    Chapter 55 Fostering an Ecological Worldview in Children: Rethinking Children and Nature in Early Childhood Education from a Japanese Perspective
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    Chapter 56 The Nature of Childhood in Childhoodnature
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    Chapter 57 Childhoodnature Alternatives: Adolescents in India, Nepal, and Bangladesh Explore Their Nature Connectedness
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    Chapter 58 “She’s Only Two”: Parents and Educators as Gatekeepers of Children’s Opportunities for Nature-Based Risky Play
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    Chapter 59 Ara Mai He Tetekura: Māori Knowledge Systems That Enable Ecological and Sociolinguistic Survival in Aotearoa
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    Chapter 60 Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism
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    Chapter 61 Everyday, Local, Nearby, Healthy Childhoodnature Settings as Sites for Promoting Children’s Health and Well-Being
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    Chapter 62 Childhoodnature Animal Relations: Section Overview
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    Chapter 64 Childhood Animalness: Relationality, Vulnerabilities, and Conviviality
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    Chapter 65 Insect and Human Flourishing in Early Childhood Education: Learning and Crawling Together
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    Chapter 66 Socializing Superiority: The Cultural Denaturalization of Children’s Relations with Animals
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    Chapter 67 Experiences of Pet Death in Childhood Memories
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    Chapter 68 Unearthing Withling(s): Children, Tweezers, and Worms and the Emergence of Joy and Suffering in a Kindergarten Yard
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    Chapter 69 Re-examining the Human-Nonhuman Animal Relationship Through Humane Education
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    Chapter 70 Rethinking Children’s Connections with Other Animals: A Childhoodnature Perspective
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    Chapter 71 “I Don’t Know What’s Gotten into Me, but I’m Guessing It’s Snake Germs”: Becoming Beasts in the Early Years Classroom
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    Chapter 73 Troubling Intersections of Childhood/Animals/Education: Narratives of Love, Life, and Death
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    Chapter 74 The Flat Weasel: Children and Adults Experiencing Death Through Nature/Culture Encounters
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    Chapter 76 Childhoodnature Pedagogies and Place: An Overview and Analysis
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    Chapter 77 Children Becoming Emotionally Attuned to “Nature” Through Diverse Place-Responsive Pedagogies
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    Chapter 78 Artists as Emplaced Pedagogues: How Does Thinking About Children’s Nature Relations Influence Pedagogy?
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    Chapter 79 Nature Experience Areas: Rediscovering the Potential of Nature for Children’s Development
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    Chapter 80 Developing Youth Agency Through Place-Based Education: Challenges and Opportunities
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    Chapter 82 Toward a Pedagogy for Nature-Based Play in Early Childhood Educational Settings
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    Chapter 83 Toward Decolonizing Nature-Based Pedagogies: The Importance of Sociocultural History and Socio-materiality in Mediating Children’s Connectedness-with-Nature
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    Chapter 85 Third Culture Kids and Experiences of Places
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    Chapter 86 Section Introduction: Ecological Aesthetics: New Spaces, Directions, and Potentials
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    Chapter 88 Uncommon Worlds: Toward an Ecological Aesthetics of Childhood in the Anthropocene
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    Chapter 90 Sticky: Childhoodnature Touch Encounters
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    Chapter 91 Nanotechnology, Anthropocene, and Education: Scale as an Aesthetic Catalyst to Rethink Concepts of Child/Nature
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    Chapter 92 Patterning in Childhoodnature
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    Chapter 93 Rachel Carson’s Childhood Ecological Aesthetic and the Origin of The Sense of Wonder
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    Chapter 94 Tin Shed Science: Girls, Aesthetics, and Permeable Learning
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    Chapter 95 Propositions for an Environmental Arts Pedagogy: A/r/tographic Experimentations with Movement and Materiality
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    Chapter 96 Eco-aesthetics, Metaphor, Story, and Symbolism: An Indigenous Perspective
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    Chapter 97 Childhoodnature in Motion: The Ground for Learning
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    Chapter 99 Challenging the Anthropocentric Approach of Science Curricula: Ecological Systems Approaches to Enabling the Convergence of Sustainability, Science, and STEM Education
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    Chapter 100 CineMusicking: Ecological Ethnographic Film as Critical Pedagogy
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    Chapter 101 Future Shock, Generational Change, and Shifting Eco-social Identities: Forest School Practitioners’ Reasons to Train
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    Chapter 125 Exploring Space and Politics with Children: A Geosocial Methodological Approach to Studying Experiential Worlds
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    Chapter 127 Conceptualizing Parent(ing) Childhoodnature Through Significant Life Experience
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    Chapter 128 Responsive Environmental Education: Kaleidoscope of Places in the Anthropocene
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    Chapter 132 Becoming Companions: Compositions of Childhoodnature Relation, Sense, Poetics, and Imagining by Children and Young People