Titlebook: Environmental Awareness in Preschool Children’s Drawings; A Global Perspective Mohamed Mliless,Mohammed Larouz,Clara D.S. Vande-G Book 2024

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intangibility

Engaged

,Constructing Argentina: The Scaffolding System in Children’s Narratives About Nature,enguaje y sentido común. Biblios, Buenos Aires, 2003). However, children’s first contact with common sense meanings in society is through parents and family—surrounding adults—by means of the scaffolding system (Bruner, Acción, pensamiento y lenguaje. Alianza, Madrid, 1984, p 123). Adults provide th

Medley

BULLY

A Sociosemiotic Analysis of Projections of Environmental Awareness in Selected Nigerian Preprimary s are semiotic acts visually articulating the children’s level of environmental awareness. The study achieves two purposes. First, it analyses how children use drawings to communicate their understanding of what constitutes the natural environment around them, and then it uses their visual expressio

FECT

Environmental Awareness of Preschool Children in Indonesia Through Nature Drawing,ent schools. The students were asked to draw pictures of nature. The data analysis was carried out using quantitative and qualitative approaches. The quantitative analysis was done by analyzing the objects present in the drawing, which were grouped into four categories: humans, animals, the environm

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珍奇

2214-4218 rch from diverse cultural and geographic backgrounds.This edited volume investigates multiple perspectives of environmental meaning-making among children by evaluating preschool children’s drawings on the environment. It critically traces the formation of early attitudes towards the environment befo

表示问

Book 2024he environment. It critically traces the formation of early attitudes towards the environment before children’s exposure to formal environmental education. Similarities and differences are explored among preschool children‘s drawings across diverse cultural and geographic backgrounds. Over five sect

IVORY

https://doi.org/10.1007/978-3-7091-5305-5students are aware of inanimate environmental entities, such as mountains and the sun but have less awareness of animate entities, such as animals. The results also indicate that most students view themselves as environmental entities, reflecting inclusiveness.