Examining STEM pre-service teachers’ perceptions of climate change education: insights from Morocco
Environmental Education Research,
Год журнала:
2025,
Номер
unknown, С. 1 - 20
Опубликована: Март 3, 2025
Язык: Английский
Understanding Socioculturalism in Early Childhood Education: Current Perspectives and Emerging Trends
Journal of Culture, Society and Development,
Год журнала:
2024,
Номер
unknown
Опубликована: Апрель 1, 2024
The
present
scoping
review
examines
the
significance
of
sociocultural
perspectives
in
early
childhood
education
(ECE),
exploring
implications
for
practice,
policy,
and
research.
Rooted
work
Lev
Vygotsky,
theory
provides
a
framework
understanding
complex
interactions
between
children
their
social
environments
considering
cultural
contexts.
cannot
be
overstated,
directly
impacting
inclusivity
effectiveness
educational
practices,
recognizing
that
each
child's
learning
is
deeply
influenced
by
background,
which
shapes
experiences
interactions.
Additionally,
as
societies
become
increasingly
multicultural,
ability
to
incorporate
respect
different
values
within
settings
crucial
fostering
mutual
among
young
learners.
explores
key
concepts
such
interaction,
language
development,
Zone
Proximal
Development
(ZPD),
highlighting
role
shaping
children's
development.
Furthermore,
it
discusses
challenges
considerations
implementing
approaches,
including
addressing
biases,
balancing
individual
collective
needs,
overcoming
limited
resources
institutional
barriers.
also
accentuates
importance
integrating
approaches
into
ECE
curricula,
promoting
Culturally
Responsive
Teaching
(CRT)
building
partnerships
with
families
communities.
Future
research
directions
include
innovative
examining
long-term
impacts
interventions,
gaps
existing
literature.
Overall,
can
create
more
equitable
inclusive
environments,
empowering
all
thrive
reach
fullest
potential.
Keywords:
Socioculturalism,
Sociocultural
Theory,
Early
Childhood
Education,
DOI:
10.7176/JCSD/73-03
Publication
date:
April
30
th
2024
Язык: Английский
Learning to change the world
Frontline Learning Research,
Год журнала:
2024,
Номер
12(3)
Опубликована: Сен. 3, 2024
Feeling
the
urgency
of
climate
crisis
and
judging
current
societal
(re)action
insufficient,
young
adults
increasingly
engage
in
activism.
While
individual
learning
is
not
objective
activism,
research
has
documented
that
learn
activism
movements.
This
study
traces
adults’
across
different
life-wide
contexts,
explicating
dis/continuities
learning.
Content-analysis
interviews
with
twelve
self-defined
activists
indicates
other
life-contexts
report
a)
about
climate,
intersectionality,
democracy
system
structures,
b)
to
organize,
socialize
take
perspective(s),
while
c)
progressively
expressing
who
how
they
want
be(come).
Young
described
experiencing
discontinuities
between
context
their
contexts
such
as
education,
friends
family,
efforts
re-establish
continuities
are
an
important
part
When
experience
discontinuity
structurally,
keep
themselves
and/or
disengage
from
among
others.
Making
space
education
more
explicitly
for
sharing
shaping
what
matters
youth
seems
desirable.
Язык: Английский