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First published in 1999. This book is written in four parts. Part I 'Foundations', starts with Chapter 1 'What is a multisensory environment?' and provides a general introduction to the field. The MSE can be different things to different people. It can describe an actual space, or the impact that space has on an individual. Furthermore, it can be for adults or children, for recreation, leisure, therapy or education. Part II 'Design and construction' explores the what, who, why and how of the open-minded, Part III 'Curriculum development' begins with Chapter 8 'Curriculum development in the MSE. The final section, Part IV 'Future developments', consists of two chapters. The goal of Chapter 11 'Conducting research in the MSE' is to demystify research and thereby encourage all members of the transdisciplinary team to become actively involved in MSE related research; Chapter 12 'Where are we going?', the MSE is re-examined to identify possible ways this development could contribute to the increased pluralities that will constitute education in the twenty-first century.
The Edited Volume Urban Horticulture - Sustainable Gardening in Cities is a collection of reviewed and relevant research chapters, offering a comprehensive overview of recent developments in the field of urban horticulture. The book comprises single chapters authored by various researchers and edited by an expert active in the horticulture research area. All chapters are complete in themselves but united under a common research study topic. This publication aims at providing a thorough overview of the latest research efforts by international authors on urban horticulture and sustainable gardening in cities, and open new possible research paths for further novel developments.
"... a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones," with each of four zones represented by a different color. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones. To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills. The curriculum's learning activities are presented in 18 lessons. To reinforce the concepts being taught, each lesson includes probing questions to discuss and instructions for one or more learning activities. Many lessons offer extension activities and ways to adapt the activity for individual student needs. The curriculum also includes worksheets, other handouts, and visuals to display and share. These can be photocopied from this book or printed from the accompanying CD."--Publisher's website.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This novel volume delves into a specific and crucial aspect of early years pedagogy – the intersection between early childhood education and spirituality, offering tips on nurturing spirituality and a sense of connectedness with nature through outdoor learning. With experience both as a scholar and a teacher, the author delves into the ontological and epistemological issues related to outdoor learning and education while keeping accessibility and sustainability at the centre of the volume. Chapters take a comprehensive approach to the exploration of children's innate spirituality and their connection with nature in the context of early childhood education, fusing elements such as a critique of early years policy with philosophy of education and children’s mental health. Using a robust theoretical foundation incorporating philosophical figures such as Froebel, McMillan, Montessori, Dewey and Freire, as well as the inclusion of practical examples from educational settings designed for real-world scenarios, this book reinvigorates the conversation around the holistic development of children by emphasising the importance of nature and child-centred pedagogies. Ultimately exploring avenues that can foster a sense of well-being and social responsibility in children, the book will be of interest to researchers, educators and teacher trainers in the field of early childhood education, environmental education, philosophy of education and teacher education. Policy makers and school leaders may also benefit from this volume.
This volume responds to calls in visual and material cultural studies to move beyond the visual and to explore the multi-sensory impact of the image, across a wide range of cultural and historical contexts. What does it mean to practise art history after the material and sensory turns? What is an image, if not a purely visual phenomenon, and how does it prompt non-visual sensory experiences? The multi-sensoriality of the image was a less challenging concept before the ocularcentric modern age, and so this volume brings together a global array of scholars from multiple disciplines to ask these questions of imagery in premodern or non-western contexts, ranging from Minoan palace frescoes, to Roman statues, early church sermons, tombs of Byzantine saints, museum displays of Islamic artefacts of scent, medieval depictions of the voice, and Stuart court masques. Each chapter presents a means of appreciating images beyond the visual, demonstrating the new information and understanding that consequently can be gleaned from their material. As a collection, these chapters offer the student and scholar of art history and visual culture an array of exciting new approaches that can be applied to appreciate the multi-sensoriality of images in any context, as well as prompts for reflection on future directions in the study of imagery. The Multi-Sensory Image thus illustrates that it is not only possible to explore the non-visual impact of images, but imperative.
This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners’ needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students’ lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.
The benefits of interacting with nature for our social, cognitive, and physical wellbeing are well documented. But how practical is it to take therapy into nature, or bring nature into therapy? This evidence-based and accessible guide demonstrates easily workable, creative, tried-and-tested strategies for bringing nature into therapy. It includes simple and fun ready-to-go activity ideas. Using the life-course as a framework, the authors highlight the impact of nature at every stage of human development. From younger children to older adults, anyone can benefit from outdoor therapy, and different therapeutic offerings can be adapted to suit most individuals and groups. Resources are included to help assess a program's readiness to incorporate nature, create plans to take therapy outdoors (or bring the outside in), and evaluate the impact it could have for patients or clients. With testimonials from service users who have felt the benefits of nature-based practices, and case studies highlighting excellence in practice from health and social care professionals across various fields, this book will inspire and empower allied health and mental health practitioners to take their therapy practice outdoors.
This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.