Weather worlding: learning with the elements in early childhood

In the context of challenges posed by climate change, this paper draws attention to the significance of children's relationship with weather. The paper contends that it is time to engage more closely with children's weather relations when developing and experimenting with new environmental...

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Bibliographic Details
Published in:Environmental education research 2018-01, Vol.24 (1), p.1-12
Main Author: Rooney, Tonya
Format: Article
Language:English
Subjects:
Change
Children
Children & youth
Climate
Climate change
common world pedagogies
Early Childhood Education
Educational Practices
Environmental Education
Foreign Countries
Teaching Methods
Weather
Weathering
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Summary:In the context of challenges posed by climate change, this paper draws attention to the significance of children's relationship with weather. The paper contends that it is time to engage more closely with children's weather relations when developing and experimenting with new environmental pedagogies. Furthermore, it is argued that there is a need look beyond the ways children learn 'about' the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and 'with' weather. Notions such as the 'weather world' and 'weathering' are discussed here as valuable starting points for re-thinking child/weather relations. These offer a way forward where the lively curiosity of children, combined with the educational practice of being with the weather, may open up alternative, less human-centric ways of coming to know and respond to the environmental challenges ahead.
ISSN:1350-4622
1469-5871
DOI:10.1080/13504622.2016.1217398