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Rodriquez and Mrs. Nelson encourage all the children do things for themselves, only helping when they are really needed. After getting their new library cards, the class starts the trip back to school. Everyone wants to go into the bakery, but Ms. Perhaps we can go in the back door and see where everything is made. We mark events in the timeline of our lives according to places, thereby making those places a part of our identity.

It is important for early childhood educators to understand that early geography experiences, such as actively exploring spaces and manipulating objects in the environment, help children develop cognitive skills and begin to understand the world around them. These experiences are the foundation for understanding our sense of place. Thus, our sense of place relies on both the experiences we have had and the thoroughness of our education. When teachers plan curricula and activities with a genuine commitment to engendering a sense of place, all children have multiple opportunities to interact with peers and the environment, to form deep psychological and physical attachments to people and spaces.


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Teachers have a responsibility to facilitate human geographic learning so that children are prepared to function independently in society and to contribute as informed citizens of local, state, national, and global communities in a global age NCSS, Bliss, S. Marsh, — Sydney, Australia: Pearson. Cresswell, T. Geographic Thought: A Critical Introduction.

Remembering the cultural geographies of a childhood home [Book Review] -ORCA

Edelson, D. National Geographic. Epstein, A. Ypsilanti, MI: HighScope. Gandy, S. Kritchevsky, S. National Geographic Education. Nemeth, K. Lewisville, NC: Gryphon House. Opportunity for Independence. Sandall, S. Hemmeter, B. Logan, IA: Sopris West.

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Schneekloth, L. New York: Wiley. Sussna Klein, A. Teel, A. Tuan, Y. Space and Place: the Perspectives of Experience 5th ed. Minneapolis: University of Minnesota Press.

Remembering the Cultural Geographies of a Childhood Home

Vergeront, J. Brillante continues to consult with school districts and present to teachers and families on the topic of high-quality, inclusive early childhood practices. Her research focuses on teacher education and using read-alouds to support the exploration of equity and diversity issues.

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Print this article. Skip to main content. Pamela Brillante, Sue Mankiw.

A Sense of Place For example, the inclusion and acceptance of many languages and cultures should be immediately visible to children and families arriving at school. The classroom should have materials, such as books, music, and dramatic play props that represent what the child sees and hears at home in order to nurture the sense of place and belonging in the classroom. An accessible curriculum allows all children to interact with the environment and develop a sense of place.

Truly accessible curricula promote active participation of all children, regardless of ability or language. From the beginning of the school year it is essential that early educators intentionally create and plan open-ended investigations that are universally designed to meet the physical and language needs of all children in the classroom. This thoughtful planning and design of classrooms and activities allow children to explore and connect to their physical world to better understand and make meaning of their environment.

In the most recent publication of the National Curriculum Standards for Social Studies, the National Council for the Social Studies defines social studies as the promotion of civic competence—the ability to actively participate in society. Within social studies, geography education promotes development of reasoning and inquiry skills by generating questions and using an inquiry-based approach to explore the answers Bliss These skills are essential for gaining independence in work and school.

For young children, physical environment can play a role in development and attachment. Accessible environments reflect the idea that all children are valued and their differing abilities or modes of learning are understood and respected. Teachers can begin planning for all children by making sure they prepare the classroom environment. Influential research by Kritchevsky, Prescott, and Walling looks at the organization of the physical environment. They observe that poor arrangement and organization of furniture and materials, such as pathways that interfere with the play of other children or materials that are not arranged in a logical and accessible manner, cause children to be more dependent on the teacher for guidance and instruction.

As a result, teachers spend a significant amount of time directing and addressing the needs of the whole group, which inevitably leaves less time to assist individual children. Room arrangement is a key element in many researchbased curriculum models Sussna Klein, While teachers can organize the room to encourage children to be independent and have access to play materials, room arrangement can also foster a sense of place.

Teachers can implement the following ideas:. Exploring and being part of the larger school environment is also important when developing a sense of place.

Department of Geography

Teachers can plan activities around these events and ideas:. Being part of the outside community, whether in a city center or country landscape, brings new and different sounds, smells, and fine and gross motor experiences to a developing sense of place. Teachers can expose students to these experiences in several ways:.

Teachers might begin the investigation by inviting children to share what they want to learn about the world around them. What are their interests? What do they wonder about?


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Below are items teachers can consider:. Abby loves going on walking field trips with her preschool class. Today everyone is excited because they are going to the library to get their own library cards. As they walk to the same library where she and Grandma attend story hour, Abby notices construction workers fixing the broken sidewalk. The jackhammers and other tools they use are so loud! Abby tells Mrs. As Abby gets ready to cross the street by the post office, she sees Mrs. Even though Abby likes it when her dad carries her across rough terrain, she knows she can use her walker to cross on her own.

The whole class, including Abby and Marco, who uses a wheelchair, go up the ramp by the side door of the library.

Research and academic outputs

Nelson points out the Spanish and English signs on the door. Abby does not know many Spanish words, but she knows her friend Maricruz speaks Spanish at home with her grandmother who lives with her family. After listening to the librarian read several stories, the children look for books to take home. Abby uses her walker to get around most of the library by herself.

The teachers make sure both she and Marco can reach everything, and they wait to see if anyone needs assistance.