Introduction to Children’s Exploration and Cultural Formation

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Introduction to Children’s Exploration and Cultural Formation. / Hedegaard, Mariane .

Children's exploration and cultural formation. ed. / Mariane Hedegaard; Elin Ødegaard. 1. udgave. ed. Cham, Switzerland : Springer, 2020. p. 1-10 (International Research in Early Childhood Education, Vol. 29).

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Hedegaard, M 2020, Introduction to Children’s Exploration and Cultural Formation. in M Hedegaard & E Ødegaard (eds), Children's exploration and cultural formation. 1. udgave edn, Springer, Cham, Switzerland, International Research in Early Childhood Education, vol. 29, pp. 1-10. https://doi.org/10.1007/978-3-030-36271-3_1

APA

Hedegaard, M. (2020). Introduction to Children’s Exploration and Cultural Formation. In M. Hedegaard, & E. Ødegaard (Eds.), Children's exploration and cultural formation (1. udgave ed., pp. 1-10). Springer. International Research in Early Childhood Education Vol. 29 https://doi.org/10.1007/978-3-030-36271-3_1

Vancouver

Hedegaard M. Introduction to Children’s Exploration and Cultural Formation. In Hedegaard M, Ødegaard E, editors, Children's exploration and cultural formation. 1. udgave ed. Cham, Switzerland: Springer. 2020. p. 1-10. (International Research in Early Childhood Education, Vol. 29). https://doi.org/10.1007/978-3-030-36271-3_1

Author

Hedegaard, Mariane . / Introduction to Children’s Exploration and Cultural Formation. Children's exploration and cultural formation. editor / Mariane Hedegaard ; Elin Ødegaard. 1. udgave. ed. Cham, Switzerland : Springer, 2020. pp. 1-10 (International Research in Early Childhood Education, Vol. 29).

Bibtex

@inbook{e298d21b3d05428481eaa5fe4e10cbdd,
title = "Introduction to Children{\textquoteright}s Exploration and Cultural Formation",
abstract = "The notions and ideas of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), which are outlined in Transforming our World: The 2030 Agenda for Sustainable Development (UN, 2015), can be seen as an introduction to how exploration can be brought more directly into early childhood education, thus leading to children{\textquoteright}s cultural formation both locally and globally. In this document, the UN and UNESCO ask for a loci-based, ecological, integral education. This educational process combines historical knowledge recognizing cycles and planetary boundaries with children{\textquoteright}s equity and well-being in efforts to build better education programs for the future also along with critique that challenge the UN and research for not going far enough (Boldermo & {\O}degaard, 2019; Holden, Linnerud, Banister, Schwanitz, & Wierling, 2018). With this book, we hope to take a step in this direction by bringing exploration and cultural formation into the debate while outlining our visons for future early childhood education (EEC). In line with Arjen Wals (2017), we find that children{\textquoteright}s exploration and cultural formation are important for their creation of meaningful and compassionate lives, where both the nonhuman and human worlds on the Earth is the key questions of our time.",
keywords = "Faculty of Social Sciences",
author = "Mariane Hedegaard",
year = "2020",
doi = "10.1007/978-3-030-36271-3_1",
language = "English",
isbn = "978-3-030-36270-6",
series = "International Research in Early Childhood Education",
pages = "1--10",
editor = "Mariane Hedegaard and Elin {\O}degaard",
booktitle = "Children's exploration and cultural formation",
publisher = "Springer",
address = "Switzerland",
edition = "1. udgave",

}

RIS

TY - CHAP

T1 - Introduction to Children’s Exploration and Cultural Formation

AU - Hedegaard, Mariane

PY - 2020

Y1 - 2020

N2 - The notions and ideas of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), which are outlined in Transforming our World: The 2030 Agenda for Sustainable Development (UN, 2015), can be seen as an introduction to how exploration can be brought more directly into early childhood education, thus leading to children’s cultural formation both locally and globally. In this document, the UN and UNESCO ask for a loci-based, ecological, integral education. This educational process combines historical knowledge recognizing cycles and planetary boundaries with children’s equity and well-being in efforts to build better education programs for the future also along with critique that challenge the UN and research for not going far enough (Boldermo & Ødegaard, 2019; Holden, Linnerud, Banister, Schwanitz, & Wierling, 2018). With this book, we hope to take a step in this direction by bringing exploration and cultural formation into the debate while outlining our visons for future early childhood education (EEC). In line with Arjen Wals (2017), we find that children’s exploration and cultural formation are important for their creation of meaningful and compassionate lives, where both the nonhuman and human worlds on the Earth is the key questions of our time.

AB - The notions and ideas of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), which are outlined in Transforming our World: The 2030 Agenda for Sustainable Development (UN, 2015), can be seen as an introduction to how exploration can be brought more directly into early childhood education, thus leading to children’s cultural formation both locally and globally. In this document, the UN and UNESCO ask for a loci-based, ecological, integral education. This educational process combines historical knowledge recognizing cycles and planetary boundaries with children’s equity and well-being in efforts to build better education programs for the future also along with critique that challenge the UN and research for not going far enough (Boldermo & Ødegaard, 2019; Holden, Linnerud, Banister, Schwanitz, & Wierling, 2018). With this book, we hope to take a step in this direction by bringing exploration and cultural formation into the debate while outlining our visons for future early childhood education (EEC). In line with Arjen Wals (2017), we find that children’s exploration and cultural formation are important for their creation of meaningful and compassionate lives, where both the nonhuman and human worlds on the Earth is the key questions of our time.

KW - Faculty of Social Sciences

U2 - 10.1007/978-3-030-36271-3_1

DO - 10.1007/978-3-030-36271-3_1

M3 - Book chapter

SN - 978-3-030-36270-6

T3 - International Research in Early Childhood Education

SP - 1

EP - 10

BT - Children's exploration and cultural formation

A2 - Hedegaard, Mariane

A2 - Ødegaard, Elin

PB - Springer

CY - Cham, Switzerland

ER -

ID: 255048853