Early years education in the Anthropocene: an ecophenomenology of children’s experience

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The intersections of early years curriculum, pedagogy, policy and their research must now confront two seemingly intractable but mutually constitutive global problems within their materially ‘grounded’ geocultural-historical circumstances and conditions. The ‘lives’ of children embedded in the socioecological contexts of families, homes, meals, schools, playgrounds and neighbourhoods are ‘fast’ (dromosphere) ‘heating up’ (Anthropocene). Without alternatives, the accelerating and intensifying consequences are deeply disturbing. This chapter addresses a vital need in early childhood education and research. There is a compelling ‘early intervention’ warrant for critical problem identification, theory building, methodological innovation and empirically qualified insights into the increasingly vulnerable body~time~space scapes of childhood in the now complex, accelerated, climactic and abstracted/digitalized ‘everyday’ of their precariously ‘lived experiences’. Empirically informed theoretical development of an environmental education and its ecopedagogies capable of slowly sustaining an intergenerational ethic is overdue. This chapter anticipates the formatively sensitive development of an experience-rich education (and research within it) that is ecopedagogically meaningful to children’s immersion in various body~time~space scapes in, and with, a still vibrant nature that, in so doing, critically (en)counters the deeply problematic dromospherical advent of the Anthropocene.
Original languageEnglish
Title of host publicationInternational Handbook of Early Childhood Education
EditorsMarilyn Fleer, Bert van Oers
Place of PublicationDordrecht Netherland
PublisherSpringer
Chapter6
Pages117-162
Number of pages46
Volume1
ISBN (Electronic)9789402409277
ISBN (Print)9789402409253
DOIs
Publication statusPublished - 2018

Publication series

NameSpringer International Handbooks of Education
PublisherSpringer
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

Cite this

Payne, P. G. (2018). Early years education in the Anthropocene: an ecophenomenology of children’s experience. In M. Fleer, & B. van Oers (Eds.), International Handbook of Early Childhood Education (Vol. 1, pp. 117-162). (Springer International Handbooks of Education). Dordrecht Netherland: Springer. https://doi.org/10.1007/978-94-024-0927-7_6
Payne, Phillip G. / Early years education in the Anthropocene : an ecophenomenology of children’s experience. International Handbook of Early Childhood Education. editor / Marilyn Fleer ; Bert van Oers. Vol. 1 Dordrecht Netherland : Springer, 2018. pp. 117-162 (Springer International Handbooks of Education).
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Payne, PG 2018, Early years education in the Anthropocene: an ecophenomenology of children’s experience. in M Fleer & B van Oers (eds), International Handbook of Early Childhood Education. vol. 1, Springer International Handbooks of Education, Springer, Dordrecht Netherland, pp. 117-162. https://doi.org/10.1007/978-94-024-0927-7_6

Early years education in the Anthropocene : an ecophenomenology of children’s experience. / Payne, Phillip G.

International Handbook of Early Childhood Education. ed. / Marilyn Fleer; Bert van Oers. Vol. 1 Dordrecht Netherland : Springer, 2018. p. 117-162 (Springer International Handbooks of Education).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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Payne PG. Early years education in the Anthropocene: an ecophenomenology of children’s experience. In Fleer M, van Oers B, editors, International Handbook of Early Childhood Education. Vol. 1. Dordrecht Netherland: Springer. 2018. p. 117-162. (Springer International Handbooks of Education). https://doi.org/10.1007/978-94-024-0927-7_6