Taking a unique approach, which highlights lived experience and engagement with community, this book guides the reader on how to create learning environments in which children are encouraged to develop relationships, build meaningful connections and take action which contributes to the wellbeing of their own communities.
Through evaluations and feedback from participating professionals, as well as children’s learning in the form of artworks and photos, Building Empathy in Children through Community Connections: A Guide for Early Years Educators highlights how community partnership programs between children and community groups builds empathy and wellbeing in early childhood. Drawing on extensive research and professional experience in psychology and early childhood, it provides details of various community connections programs and considers the ways in which early learning settings can engage with their communities as they meet the requirements and objectives of the curriculum. Each chapter provides practical advice on implementation as well as take-home messages intended to encourage and enable community engagement.
Demonstrating how young children can develop empathy through building community connections, this book is a vital resource for early childhood educators as well as parents and those working in community programs and early childhood settings.
Author(s): Erica Frydenberg, Janice Deans, Rachel Liang
Publisher: Routledge
Year: 2022
Language: English
Pages: 199
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Figures
Tables
Foreword
Acknowledgements
Introductory Remarks
Part I
1 Children as Active Participants in their Community
Introduction to Community Connections
Positive Psychology – as a Basis for Flourishing and Building Empathy
Positive Education in the Preschool Years
Ecological Systems Theory
Theory of Cognitive Development
Socio-Cultural Theory of Development
Concluding Remarks
Take Home Messages
References
2 Social Emotional Curriculum Objectives in Early Childhood Education
Introduction to Social Emotional Learning in Education
Building Strong Foundations in the Early Years
SEL as a Basis for Early Years Curriculum
Attachment Theory
Self-Regulation
Emotional Intelligence
The Role of Language
Concluding Remarks
Take Home Messages
References
3 The Foundation for Community Connections
Introduction
Contact Theory
Foundational Emotional Skills
The Role of the Teacher
Social Learning
Prosocial Skills
Program Implementation and Evaluation
Concluding Remarks
Take Home Messages
References
4 Artistic Meaning Making in Early Years Education: Children’s Voices Expressed through Drawing, Painting, and Narrative
Playful Artistic Meaning Making
Perezhivanie and Multidimensional Thinking
The Significance of Arts Education
Semiotic Meaning Making
The Voices of Children as Expressed through the Arts
Active Citizenship through Drawing, Painting, and Narrative
Concluding Remarks
Take Home Messages
References
Part II
5 Children Developing Empathy, Care, and Concern for the Environment: Education for Sustainable Development in the Early Years
Introduction
Ecocentric Curriculum within an Education for Sustainable Development (ESD) Framework
The Wall-less Classroom
The Role of the Teacher in Enacting the Principles of ESD
ESD Wall-less Classroom Curriculum and Learning Objectives
Designing and Implementing a Stepping Out Program
Stepping Out Program and the ESD Learning Domains
Teaching and Learning in the Cognitive, SocioEmotional and Behavioural Learning Domains
Tools for Teaching across the Learning Domains
Concluding Remarks
Take Home Messages
References
6 Children as Global Citizens: Children’s Voices Expressed through Drawing, Painting, and Narrative
Introduction
Collaborative Global Partnerships through Child Art Exhibitions
The Promotion of Child Voice through Art Exhibitions
Associazione L’Eta Verde
The Interdependence Hexagon Project
Reflection on Children’s Learning through the Hexagon Project
Concluding Remarks
Take Home Messages
References
7 Friends on the Farm: Reciprocal Relationship Building with People with Special Needs
Introduction
The Background to the Project
About the Participants
More about the Children and their Teachers
More about the Adults and the Disability Development Staff
Artistic CommunityBased Projects
The Children’s Farm
The Art Program
The Journal –Reflecting-in-and-on-Action
The Outcomes of the Lived Experience
Concluding Remarks
Take Home Messages
References
8 Building Intergenerational Connections: The Social and Emotional Benefits of Intergenerational Programs
Introduction
The Need and the Opportunity
Across the Globe
Theoretical Underpinnings
Empathy and Intergenerational Program (IGP)
Concluding Remarks
Take Home Messages
References
Part III
9 The COPE-Resilience Program: A Guide to Successful Connections Building Activities at Early Childhood Programs
Introduction
A Less Discussed Area in Implementing Early Childhood SEL Programs: The Role of the Teacher
Cultivating Empathic Capacity: Quality of Educator–Child Relationship Matters
Creating a Community of Prosocial Learners and Fostering Skills Development
Theory in Action: Process of Socialization and Embodiment of COPE-R
Creating your own Connections Building Activities
International Adaptation
Concluding Remarks
Take Home Messages
References
10 Community Connections
Bringing it Together
The International Focus
The Challenges of 2020–2021
Final Remarks
References
Index
