2026-09-25T01:10:30Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/117743 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Sanders-Smith, Stephanie C. Sanders-Smith, Stephanie C. Mercier, Emma Krist, Christina Lindgren, Samantha 2022-12 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-04-12 without embargo terms The student, Kutasha Bryan Silva, accepted the attached license on 2022-10-26 at 08:28. The student, Kutasha Bryan Silva, submitted this Dissertation for approval on 2022-10-26 at 08:50. This Dissertation was approved for publication on 2022-11-11 at 13:09. DSpace SAF Submission Ingestion Package generated from Vireo submission #18540 on 2023-04-12 at 07:24:57 Sustainable play: Agricultural education and technologies for children in Uruguay Bryan Silva, Kutasha 2022-11-11 Food Security Food Sovereignty South-north Knowledge Building Early Childhood Agricultural Education Environmental Education Sustainability Education For Sustainable Development Technology Guided by Knowledge Building theoretical principles (Damşa et al., 2010; Ke & Schwartz, 2020; Lai & Campbell, 2018; Scardamalia & Bereiter, 2006), this ethnography investigates how educators and young children draw from technologies and local cultural knowledges to develop the necessary skills for enhancing food security through sustainable agriculture. The field site for this study is the Sustainable Retreat School also referred to as S.R.S. in Rocha, Uruguay. This ethnographic study provides a much-needed contribution to agricultural education and environmental education as it proposes to deeply analyze the underexplored possibilities of combining technology and culture to address one of the most pressing challenges of our current world, food security, and sustainable food systems. This research is of significance, as available research on early childhood in both environmental education and agricultural education is limited (Ardoin et al., 2017; Hollweg et al., 2011; UNICEF, 2007). There is additionally limited research on children who are under 10 years old and their interactions with technology while participating in natural science and/or environmental education (Herodotou, 2017, Hougham, 2016). Early Childhood is the period of most significant development in a person’s life and is regarded as the foundation upon which the rest of their life is constructed (Davis, 2009). Therefore, the early years are a critical time to actively promote sustainable approaches to living in current and future generations (Davis, 2009, Green 2015, United Nations, 2020). Thesis eng https://hdl.handle.net/2142/117743 Copyright 2022, Kutasha Bryan-Silva Ph.D. Dissertation Curriculum and Instruction University of Illinois at Urbana-Champaign Curriculum and Instruction