Details

Children's Literature Aligned with SDGs to Promote Global Competencies

A Practical Resource for Early Childhood Education

von: Angela K. Salmon, Aixa Pérez-Prado, Karin Morrison, Flavia Iuspa, Verónica Boix-Mansilla
85,59 €
Verlag:	Springer
Format:	PDF
Veröffentl.:	23.05.2024
ISBN/EAN:	9783031571282
Sprache:	englisch
Anzahl Seiten:	220

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Beschreibungen

Titelbeschreibung

This book presents children’s literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process.The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children’s books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally‘Through the power of children’s literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.’   Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind

Inhaltsverzeichnis

Part I: Global competence through children's literature: Partnership with unsustainable development goals for 2023.-  Chapter 1: Introduction.- Chapter 2: Empowering Learners for a Complex World.- Chapter 3: Becoming Global Competent Through Children’s Literature.- Chapter 4: Child Development: responding to Children’s Literature.- Chapter 5: Pedagogies for Deeper Thinking and Understanding.- Part II: Global Governance: Fairness, Peace and Security.- Chapter 6: Children's Rights.- Chapter 7: Global Governance- Peace SDG 16 Peace, Justice, and Strong Institutions, SDG 4 Quality Education & SDG 10 Reduce Inequalities.- Chapter 8: Changemakers: Social Entrepreneurship (Social action and activism).- Part III: Human Diversity and Development.- Chapter 9: Embracing a Diverse Identity: Language, Ethnicity, Culture, and Gender.- Chapter 10: Learningfor Wellbeing.- Part IV: Global Economy.- Chapter 11: Migration and Immigration.- Chapter 12: Rights, Needs, and Wants.- Part V: Environment and Natural Resources.- Chapter 13: Climate Stewards for the World SDG 13 Climate Action SDG 15 Life on land NEW .- Chapter 14: Water and Sustainability.- Chapter 15: Portrait of a Dream City.

Autorenportrait

Angela K. Salmon is a researcher, and educational entrepreneur recognized for building learning communities of practice and empowering teachers to gain ownership and agency in their teaching to advance early childhood education. Dr. Salmon is an Associate Professor in the early childhood education program and a Notable Global Learning faculty at Florida International University, USA. She is the founder and leader of the Visible Thinking South Florida initiative in Florida. Her research line and practice draw from progressive ideas that lead to authentic and meaningful learning. She prepares teachers to engage children cognitively and emotionally in identifying real-life problems and finding solutions to navigate a complex and changing world. She is a recognized international consultant, lecturer, and keynote speaker with engagements throughout the Americas, Europe, New Zealand, and Australia. She was a Harvard Project Zero (PZ) Classroom faculty member for 18 years. Through her long-standing partnership with PZ and the Institute Habits of Mind, she developed numerous research initiatives and authored over 50 refereed publications and four books. She was a Thinker in Residence hosted by the Independent Schools of Victoria in Australia. 

Aixa Pérez-Prado is a Teaching Professor at Florida International University, USA, with an M.A. in Teaching TESOL, and a PhD in Social Science and Education. Aixa has worked as an English teacher, cross cultural trainer, and teacher of teachers in pedagogy for linguistic and cultural minority students in the U.S., Costa Rica, and Morocco. Her interests include multilingualism and identity, critical/creative pedagogy, emotion and language, peace linguistics, and diversity studies. Aixa’s latest academic book is LAF with the Habits of Mind: Strategies and Activities for Diverse Language Learners. She also writes and illustrates children’s books that highlight issues of identity, belonging, diversity, and communication across cultures. Aixa writes in Spanish and English and translates in Spanish, English, and Portuguese.  

Karin Morrison is a Children’s Rights advocate, President of the Janusz Korczak Association Australia, an educator whose experience includes working with students of all ages, a faculty member of Project Zero (PZ) at Harvard Graduate School of Education’s Summer Institutes PZC, and Education Coordinator for Future of Learning, in-school leader for the pilot Cultures of Thinking project, initiated Leading Learning that Matters and co-author with Ron Ritchhart and Mark Church of Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. As inaugural Director of the Rosenkranz Centre at Bialik College, she worked on the international project Ethics in Science and Humanities, initiated and developed many new projects, including Harmony Through Understanding, the first collaborations in Australia with PZ, the work of Professor Feuerstein and Edward de Bono, and is continually inspired by Janusz Korczak and Loris Malaguzzi. She is committed to fostering thinking, understanding, open-mindedness, equity in learning opportunities, and valuing differences to enable all to be their best selves and be respected for who they are.

Flavia Iuspa is an associate teaching professor and the Director of International Initiatives in the Department of Teaching and Learning. Dr. Iuspa’s has a Doctoral Degree in Curriculum and Instruction with a specialization in International Education. Her primary research interests include the internationalization process of Higher Education institutions, developing global perspectives in teachers and students, promoting global learning through COIL experiences, and curriculum design addressing diversity and equity. Her research has been presented at AERA, CIES, AAC&U, and the Future of Education annual conferences. Some of Dr. Iuspa publications are Infusing a Collaborative International Online Learning Experience into the Curriculum: A United States and Mexico Collaboration in the Transformative Dialogues: Teaching & Learning Journal (2019) and The Internationalization of the Reggio Emilia philosophy in the Contraponto Journal (2016).

Back cover copy

<div>This book presents children’s literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process.

The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children’s books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally

‘Through the power of children’s literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.’  

    Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind </div>

Sonderbeitrag

Utilizes children’s literature to promote global competencies through SDGs Offers innovative approaches to extend children’s books to real-world issues Empowers children with Habits of Mind, critical thinking and problem-solving skills

Unpublished endorsement

“Through the power of children’s literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually search for ways to trust each other, learn together, and grow toward greater intelligence.” (Art Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind) 
 
“In this transformative book, young readers are placed at the heart of learning through activities that foster their language, cognitive, and socio-emotional development via children's literature. Endorsed by OECD's latest findings, it champions experiential learning that enhances well-being and builds resilience. The book is a beacon for educators, illustrating how acceptance and understanding can fuel self-belief and open-mindedness in children, empowering them to contribute to a sustainable society. It's an essential guide for nurturing empathetic, socially responsible, and engaged young learners.” (Patrick Newell, Co-national Project Manager OECD SSES Japan) 
 
“The complexity of today's education and parenting contexts presents many new practical challenges for adults. This book suggests what paths can be taken to expand knowledge and integrate global awareness and understanding of global diversity with/from a child's perspective into various teaching and learning contexts. While being a concise summary and reflective consideration of children's literature adapted to sustainable development goals, this book is useful for anyone working with and for children to promote global competence.” (Urszula Markowska-Manista, University of Warsaw & Childhood and Children's Rights, Poland, MACR University of Applied Sciences Potsdam, Researcher in Childhood Studies, Children's Rights and Education in Diversity) 
 
“Building on the need to help children become globally competent from a young age, the authors illustrate how literature opens a window to understand the demands of a fast-changing world and act to make meaningful contributions. Much more than a useful resource, this new book offers a space for readers to make sense of what kind of learning experiences children need to shape our future.” (Kiriaki Melliou, Educational Consultant at the Ministry of Education, Greece) 
 
“This book provides a wealth of resources teachers can use to engage children in significant conversations and experiences around global issues. Through the frameworks of Global Competencies and Sustainable Development Goals, teachers encounter conceptual understandings, personal narratives, picture book recommendations, and extension activities that encourage deep understandings and global connections in their classrooms.” (Kathy G. Short, Regents Professor, Teaching, Learning and Sociocultural Studies, The University of Arizona, USA, Director, Worlds of Words, Founder's Endowed Chair, Global Children's and Adolescent Literature)