Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education

REFERENCES

• Abebe, T., & Bessell, S. (2014). Advancing ethical research with children: Critical reflection on ethical guidelines. Children's Geographies, 12(1), 126–133.
   Web of Science ®Google Scholar
• Ajayl, A.O., & Jibowo, A.A. (2006). Implications of rural environmental variables associated with the participation of children in farming activities: A lesson from rural southwestern Nigeria. Applied Environmental Education & Communication, 5(4), 253–262.
   Google Scholar
• Ajiboye, J.O., & Silo, N. (2008). Enhancing Botswana children's environmental knowledge. International Journal of Environmental and Science Education, 3(3), 105–114.
   Google Scholar
• Barratt Hacking, E., Barrett, R., & Scott, W. (2007). Engaging children: Research issues around participation and environmental learning. Environmental Education Research, 13(4), 529–544.
   Google Scholar
• Barratt Hacking, E., Cutter-Mackenzie, A., & Barratt, R. (2013). Children as active researchers: The potential of environmental education research involving children. In R.B. Stevenson, M. Brody, J. Dillon, & A.E. J. Wals (Eds.), International handbook of research on environmental education (438–458). New York, NY: Routledge.
   Google Scholar
• Barraza, L., & Robotton, I. (2008). Gaining representations of children's and adults’ constructions of sustainability issues. International Journal of Environmental and Science Education, 3(4), 179–191.
   Google Scholar
• Bulunuz, N. (2014). Noise pollution in Turkish elementary schools: Evaluation of noise pollution awareness and sensitivity training. International Journal of Environmental and Science Education, 9(2), 215–234.
   Google Scholar
• Caiman, C., & Lundegård, I. (2014). Pre-school children's agency in learning for sustainable development. Environmental Education Research, 20(4), 437–459.
   Web of Science ®Google Scholar
• Christidou, V., Tsevreni, I., Epitropou, M., & Kittas, C. (2013). Exploring primary children's views and experiences of the school ground: The case of a Greek school. International Journal of Environmental and Science Education, 8(1), 59–83.
   Google Scholar
• Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early Child Development and Care, 175(6), 489–505.
   Google Scholar
• Conroy, H., & Harcourt, D. (2009). Informed agreement to participate: Beginning the partnership with children in research. Early Child Development and Care, 179(2), 157–165.
   Google Scholar
• Corsaro, W.A. (2005). The sociology of childhood (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Cutter-Mackenzie, A., & Edwards, S. (2013). Towards a model for early childhood environmental education: Forgrounding, developing, and connecting knowledge through play-based learning. Journal of Environmental Education, 44(4), 195–213.
   Web of Science ®Google Scholar
• Davis, J. (2005). Educating for sustainability in the early years: Creating cultural change in a child care setting. Australian Journal of Environmental Education, 21, 47–55.
   Google Scholar
• Davis, J. (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227–241.
   Web of Science ®Google Scholar
• Duhn, I. (2012). Making a “place” for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19–29.
   Web of Science ®Google Scholar
• Dyment, J.E., Bell, A.C., & Lucas, A.J. (2009). The relationship between school ground design and intensity of physical activity. Children's Geographies, 7(3), 261–276.
   Web of Science ®Google Scholar
• Dyment, J., & O’Connell, T.S. (2013). The impact of playground design on play choices and behaviors of pre-school children. Children's Geographies, 11(3), 263–280.
   Web of Science ®Google Scholar
• Einarsdo'ttir, J. (2007). Research with children: Methodological and ethical challenges. European Early Childhood Education Research Journal, 15(2), 197–211.
   Web of Science ®Google Scholar
• Einarsdo'ttir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children's perspectives expressed through drawings. Early Childhood Development and Care, 179(2), 217–232.
   Google Scholar
• Fisman, L. (2005). The effects of local learning on environmental awareness in children: An empirical investigation. Journal of Environmental Education, 36(3), 39–50
   Google Scholar
• Gambino, A., Davis, J., & Rowntree, T. (2009). Young children learning for the environment: Researching a forest adventure. Australian Journal of Environmental Education, 25, 83–94.
   Google Scholar
• Graham, A., & Fitzgerald, R. (2010). Progressing children's participation: Exploring the potential of a dialogical turn. Childhood, 17(3), 343–359.
   Web of Science ®Google Scholar
• Green, C. (2013). A sense of autonomy in young children's special places. International Journal of Early Childhood Environmental Education, 1(1), 8–31.
   Google Scholar
• Green, C. (2012). Listening to children: Exploring intuitive strategies and interactive methods in a study of children's special places. International Journal of Early Childhood, 44(3), 269–285.
   Google Scholar
• Green, M. (2008). From wilderness to the educational heart: A Tasmanian story of place. Australian Journal of Environmental Education, 24, 35–43.
   Google Scholar
• Green, M. (2014). Transformational design literacies: Children as active place-makers. Children's Geographies, 12(3), 189–204.
   Web of Science ®Google Scholar
• Grodzińska-Jurczak, M., Stępska, A., Nieszporek, K., & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical & Environmental Education, 15(1), 62–76.
   Google Scholar
• Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: A study with young children. Environmental Education Research, 17(4), 519–536.
   Web of Science ®Google Scholar
• Hansel, T., Phimmavong, S., & Pengsopha, K. (2010). Developing and implementing a mobile conservation unit for rural primary school children in Lao PDR. Applied Environmental Education & Communication, 9(2), 96–103.
   Google Scholar
• Hart, R.A. (1997). Children's participation: The theory and practice of involving young citizens in community development and environmental care. New York, NY: Earthscan.
   Google Scholar
• Hyun, E. (2005). How is young children's intellectual culture of perceiving nature different from adults’? Environmental Education Research, 11(2), 199–214.
   Google Scholar
• James, A. (2010). Interdisciplinary—for better or worse. Children's Geographies, 8(2), 215–216.
   Web of Science ®Google Scholar
• James, A. (2009). Agency. In J. Qvortrup, W.A., & M.S. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 34–45). NewYork, NY: Palgrave MacMillan.
   Google Scholar
• James, A., & Prout, A. (1990). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. Philadelphia, PA: RoutledgeFalmer.
   Google Scholar
• Kalvaitis, D., & Monhardt, R.M. (2012). The architecture of children’s relationships with nature: A phenomenographic investigation seen through drawings and written narratives of elementary students. Environmental Education Research, 18(2), 209–227.
   Web of Science ®Google Scholar
• Kim, M., Bednarz, R., & Kim, J. (2012). The ability of young Korean children to use spatial representations. International Research in Geographical & Environmental Education, 21(3), 261–277.
   Google Scholar
• Kjørholt, A.T. (2007). Childhood as a symbolic space: Searching for authentic voices in the era of globalization. Children's Geographies, 5(1–2), 29–42.
   Google Scholar
• Kozak, M.S., & McCreight, J. (2013). We grew it! Enrichment through gardening in elementary school. Applied Environmental Education & Communication, 12(1), 29–37.
   Google Scholar
• Lee, N. (2001). Childhood and society: Growing up in an age of uncertainty. Buckingham, UK: Open University Press.
   Google Scholar
• Lindermann-Matthies, P., Bönigk, I., & Benkowitz, D. (2012). Can't see the wood for the litter: Evaluation of litter behavior modification in a forest. Applied Environmental Education and Communication, 11(2), 108–116.
   Google Scholar
• Littledyke, M. (2004). Primary children's view on science and environmental issues: Examples of environmental cognitive and moral development. Environmental Education Research, 10(2), 217–235.
   Google Scholar
• Mackey, G. (2012). To know, to decide, to act: The young child's right to participate in action for the environment. Environmental Education Research, 18(4), 473–484.
   Web of Science ®Google Scholar
• McKenzie, T.L.(Author, Producer, Narrator; D. Graves, Editor). (2005). Systematic observation: SOPLAY/SOPARC introduction, practice and assessment [DVD]. Available from Active Living Research, San Diego State University, San Diego, CA.www.activelivingresearch.org
   Google Scholar
• Miller, D.L. (2007). The seeds of learning: Young children develop important skills through their gardening activities at a Midwestern early education program. Applied Environmental Education and Communication, 6(1), 49–66.
   Google Scholar
• Myers Jr., O.E., Saunders, C.D., & Garrett, E. (2004). What do children think animals need? Developmental trends. Environmental Education Research, 10(4), 545–562.
   Google Scholar
• Owens, P. (2005). Children's environmental values in the early school years. International Research in Geographical & Environmental Education, 14(4), 323–329.
   Google Scholar
• Parkinson, D.D. (2001). Securing trustworthy data from an interview situation with young children: Six integrated interview strategies. Child Study Journal, 31(3), 137–156.
   Google Scholar
• Pike, S. (2011). “If you went out it would stick”: Irish children's learning in their local environments. International Research in Geographical & Environmental Education, 20(2), 139–159. doi: 10.1080/10382046.2011.564787.
   Google Scholar
• Powers, A. (2004). Evaluation of one- and two-day forestry field programs for elementary school children. Applied Environmental Education and Communication, 3(1), 39–46.
   Google Scholar
• Qvortrup, J., Corsaro, W.A., & Honig, M. (2009). The Palgrave handbook of childhood studies. New York, NY: Palgrave MacMillan.
   Google Scholar
• Ritchie, J. (2012). Titiro Whakamuri, Hoki Whakamua: Respectful integration of Māori perspectives within early childhood environmental education. Canadian Journal of Environmental Education, 17, 62–79.
   Google Scholar
• Samuelsson, I.P. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood, 43(2), 103–118.
   Google Scholar
• Simsek, C.L. (2007). Children's ideas about earthquakes. International Journal of Environmental and Science Education, 2(2), 14–19.
   Google Scholar
• Storey, C. (2005). Teaching place: Developing early understanding of “nested hierarchies.” International Research in Geographical & Environmental Education, 14(4), 310–315.
   Google Scholar
• Tangen, D., & Fielding-Barnsley, R. (2007). Environmental education in a culturally diverse school. Australian Journal of Environmental Education, 23, 23–30.
   Google Scholar
• Taylor, N.J., & Smith, A.B. (Eds.). (2009). Children as citizens? International voices. Dunedin, New Zealand: Otago University Press.
   Google Scholar
• Thommen, E., Avelar, S., Sapin, V., Perrenoud, S., & Malatesta, D. (2010). Mapping the journey from home to school: A study on children's representation of space. International Research in Geographical & Environmental Education, 19(3), 191–205.
   Google Scholar
• Thomson, S. (2007). Do's and don'ts: Children's experiences of the primary school playground. Environmental Education Research, 13(4), 487–500.
   Google Scholar
• United Nations. (1989). Convention for the rights of the child. New York, NY: Author.
   Google Scholar
• United Nations. (2005). Convention on the rights of the child: General Comment No. 7. Implementing child rights in early childhood. Geneva, Switzerland: Author.
   Google Scholar
• Zimmerman, H.T., & McClain, L.R. (2014). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research, 20(2), 177–201.
   Web of Science ®Google Scholar
• Davis, J., & Elliot, S. (2014). Research in early childhood education for sustainability: International perspectives and provocations. New York, NY: Routledge.
   Google Scholar
• Musser, L. M., & Diamond, K. E. (1999). The children's attitudes toward the environment scale for preschool children. The Journal of Environmental Education, 30(2), 2330.
   Google Scholar
• Punch, S. (2002). RESEARCH WITH CHILDREN The same or different from research with adults?. Childhood, 9(3), 321341.
   Web of Science ®Google Scholar
• Reid, A., & Scott, W. (2006). Researching education and the environment: Retrospect and prospect. Environmental Education Research, 12(3-4), 571587.
   Google Scholar