Logo image
Back
Picturing childhood connections: How arts-based reflection supports pre-service early childhood teachers’ understandings about wellbeing, belonging, and the significance of childhood experiences with people and place
Book chapter   Peer reviewed

Picturing childhood connections: How arts-based reflection supports pre-service early childhood teachers’ understandings about wellbeing, belonging, and the significance of childhood experiences with people and place

Alison L Black
Arts-Based Research, Resilience and Well-being Across the Lifespan, pp.317-338
Palgrave Macmillan
2020
DOI: https://doi.org/10.1007/978-3-030-26053-8_17
Appears in  UniSC Diversity and Inclusion Research Collection
url
https://doi.org/10.1007/978-3-030-26053-8_17View
Published Version

Abstract

childhood wellbeing nature pre-service teachers arts-based reflection UniSC Diversity Area - Life Stages
With a focus on childhood-nature connections, Black uses her chapter to highlight the significance of early experiences for wellbeing. Further, she shows the important role arts-based reflection and representation can play for early childhood educators - educators who have daily opportunities to support young children's development and learning through responsive relationships and environments. This chapter showcases pre-service teachers' narrative and creative works created during a sustainability-focused course in an Australian undergraduate early childhood education teaching degree. In these works, pre-service teachers remember and represent significant childhood and relational experiences with people, place and the more-than-human. Supported by their own stories and creative and historical artefacts, pre-service teachers articulate renewed commitments to supporting children's relationships and wellbeing through nature-rich environments and connections.

Details

Metrics

117 Record Views
Logo image