Postdevelopmental Approaches to Environmental Early Childhood Education
Postdevelopmental Approaches to Environmental Early Childhood Education
Description
This book explores postdevelopmental responses to environmental education, analyzing childhoods as they are produced within the geo-political epoch of the Anthropocene. Written by researchers based in Australia, Canada, Finland, Norway, South Africa, the UK and the USA, it addresses an urgent need to interrogate early childhood educational practices that seek to grapple with the destructive and irreversible processes of planetary crisis in which early childhood plays out. The chapters cover a range of themes and issues including the more-than-human, multispecies experiences, new materialism, Indigenous knowledge, issues of race and environmentalism, the UN Sustainable Development Goals, outdoor education, and urban and rural educational settings. The book offers a collective, active response to the normative and prevailing orthodoxy of developmental trajectories that have come to dominate pedagogical practice in early childhood contexts.
Table of Contents
Introduction, Jayne Osgood (Middlesex University, UK), Claire Walsh (University of Plymouth, UK) and Hannah Hogarth (University of Bath, UK)
1. Mapping Posthuman Environmental Education in Early childhood, Karen Malone (Swinburne University of Technology, Australia)
2. A Labyrinthine(d) Child: Exploring the potential of children-labyrinth relations, Anna Vladimirova (University of Oulu, Finland)
3. From Concrete to Code: Resisting Developmental Norms in Urban and Virtual Landscapes, Deja L. Jones (Founder and Head of Schools at Honeypot Montessori, USA)
4. Using Attention Restoration Theory to Explore Outdoor Learning for children with SEND, Kate Glanville (Birmingham City University, UK)
5. Dragonfly-Child Encounters: Becoming-with, Malvika Agarwal and Veronica Pacini-Ketchabaw (Western University, Canada)
6. A Day in the Death of Childhood, Rose-Anne Reynolds (University of Cape Town, South Africa)
7. Chapter title TBC, Cameron Sprague (Stramash Nurseries, UK)
8. Indigenous Knowledge in Environmental Education: Knowing through art and South Sámi storytelling, Camilla Eline Andersen, Trine Kampmann-Jensen, Linn-Terese Bern (Inland Norway University of Applied Sciences, Norway)
9. Being with Rain: Children's affective encounters, Iris Duhn (University of Tasmania, Australia) and Gloria Quinones (Monash University, Australia)
10. Multispecies Cultures: Extending the arts of attentiveness in environmental early childhood education, Jan Varpanen and Riikka Hohti (University of Helsinki, Finland)
11. Feeling Outside the Box: Making space for 'wild' childhoods, Maaike Engelen (UK) and Johan Siebers (Middlesex University, UK)
References
Index
Product details
| Published | 10 Dec 2026 |
|---|---|
| Format | Ebook (PDF) |
| Edition | 1st |
| Pages | 256 |
| ISBN | 9781350572928 |
| Imprint | Bloomsbury Academic |
| Illustrations | 10 bw illus |
| Series | Postdevelopmental Approaches to Childhood |
| Publisher | Bloomsbury Publishing |
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