“I Have a Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators

Julia Torquati, Jennifer Leeper-Miller, Erin Hamel, Soo Young Hong, Susan Sarver, Michelle Rupiper

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities.

Original languageEnglish (US)
Pages (from-to)207-233
Number of pages27
JournalNew Educator
Volume13
Issue number3
DOIs
StatePublished - Jul 3 2017

Fingerprint

environmental education
childhood
educator
experience
student
teacher
disposition
confidence
rating
Teaching
science
learning
Values

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

“I Have a Hippopotamus!” : Preparing Effective Early Childhood Environmental Educators. / Torquati, Julia; Leeper-Miller, Jennifer; Hamel, Erin; Hong, Soo Young; Sarver, Susan; Rupiper, Michelle.

In: New Educator, Vol. 13, No. 3, 03.07.2017, p. 207-233.

Research output: Contribution to journalArticle

Torquati, Julia ; Leeper-Miller, Jennifer ; Hamel, Erin ; Hong, Soo Young ; Sarver, Susan ; Rupiper, Michelle. / “I Have a Hippopotamus!” : Preparing Effective Early Childhood Environmental Educators. In: New Educator. 2017 ; Vol. 13, No. 3. pp. 207-233.
@article{af85c4f4e7fb4b8ba8a99498ef7ab359,
title = "“I Have a Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators",
abstract = "This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities.",
author = "Julia Torquati and Jennifer Leeper-Miller and Erin Hamel and Hong, {Soo Young} and Susan Sarver and Michelle Rupiper",
year = "2017",
month = "7",
day = "3",
doi = "10.1080/1547688X.2017.1331095",
language = "English (US)",
volume = "13",
pages = "207--233",
journal = "New Educator",
issn = "1549-9243",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - “I Have a Hippopotamus!”

T2 - Preparing Effective Early Childhood Environmental Educators

AU - Torquati, Julia

AU - Leeper-Miller, Jennifer

AU - Hamel, Erin

AU - Hong, Soo Young

AU - Sarver, Susan

AU - Rupiper, Michelle

PY - 2017/7/3

Y1 - 2017/7/3

N2 - This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities.

AB - This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary analysis of student outcomes indicated that, over the course of the program, students’ ratings of the importance of nature and science experiences and outcomes increased, along with their confidence implementing environmental-education activities.

UR - http://www.scopus.com/inward/record.url?scp=85057165481&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85057165481&partnerID=8YFLogxK

U2 - 10.1080/1547688X.2017.1331095

DO - 10.1080/1547688X.2017.1331095

M3 - Article

AN - SCOPUS:85057165481

VL - 13

SP - 207

EP - 233

JO - New Educator

JF - New Educator

SN - 1549-9243

IS - 3

ER -