Are you sure you want to reset the form?
Your mail has been sent successfully
Are you sure you want to remove the alert?
Your session is about to expire! You will be signed out in
Do you wish to stay signed in?
Chapter 1
Chapter 2
Chapter 3
Chapter 4
1. What is environment?
1. Check your understanding
2. Extend your understanding
3. Apply your understanding
2. What is development?
1. Check your understanding
2. Extend your understanding
3. Apply your understanding
3. How do children’s experiences in the environment influence their learning and development?
1. Check your understanding
2. Extend your understanding
3. Apply your understanding
Resources
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Attention: Attention is related to voluntary attention, self-regulation, and the ability to focus.
Voluntary attention: Voluntary attention is a higher mental function that develops through the movement from involuntary attention, directed by external stimuli, to voluntary attention which is self-regulated by the learner through thought.
Self-regulation: Self-regulation involves regulating one’s own emotions and responding in appropriate ways to the emotions of others. In educational settings, it is often related to delayed gratification, impulse control, behavioural regulation, and engagement.
Nature pedagogy: A pedagogy informed by nature might use materials from nature (pebbles, leaves, pinecones, branches, etc.), or it might involve immersion in nature on a regular basis or all of the time (as in a forest preschool).
Humanist perspectives: Humanists draw on various child development perspectives to highlight sensory, experiential, and naturalist learning in the social world.
Posthumanist perspectives: Posthumanists challenge the relevance of humanist developmental perspectives on children and childhoods as these are seen to exclude non-western or Indigenous theories on development.