This assignment forms the second submission of your?2-Part Reading Response. The purpose of this assignment is for you to examine, in a critical way, specific concepts of

This assignment forms the second submission of your 2-Part Reading Response. The purpose of this assignment is for you to examine, in a critical way, specific concepts of ECE presented throughout the course. Reading responses offer the opportunity to read, synthesize, analyze, critique and discuss assigned weekly readings within the context of a question provided by the instructor. 

Reading Response

The reading response is your response to an assigned question (provided by the instructor) related to the weekly readings. Read, synthesize, analyze, and critique the concepts presented within the assigned readings (e.g., chapters, journals, and links) and respond within the context of the question provided by the instructor. Your response must include direct connections and references to the readings/course material.

Please combine your thoughts into one concise response in Microsoft Word, approximately 1-2 pages in length (maximum). Please ensure that your assignment formatting is aligned with APA 7 stylistic requirements. Please save your files as follows: first and last name and the assignment name when naming your file (e.g., Nancy van Groll_Reading Response #1). Upload the file in the Assignment dropbox below. 

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Focal Module: Module 9

Recognizing that children do not exist in isolation and are part of a larger social ecology, it is meaningful to be aware and direct energy toward ensuring that the early learning setting recognizes, honours, includes and encourages links and relationships between the multiple worlds of children.

From the readings of Module 9 on children and the learning environment (see Module 9: Readings and Resources page), choose a specific topic that is meaningful to you and discuss: why it resonates with you, and how you might carry the ideas forward into your own future. Please include specific examples.

Require Readings:

Required Readings

Please select one reading or link from each section below.

Section 1: Children and the Natural World

· Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educators engagement and learning outdoors: A basis for rights-based programming. Early Education and Development, 22(5), 757-777. https://doi.org/10.1080/10409289.2011.596460 (Links to an external site.) 

· Cedarsong Nature School (Links to an external site.)

· Child and Nature Alliance of Canada (Links to an external site.)

· Child and Nature Network (Links to an external site.)

· Designing Early Childhood Outdoor Spaces (Links to an external site.)

· Forest Schools Canada (Links to an external site.)

· Nature Kindergarten, Sooke BC (Links to an external site.)

· White, R. (2004). Young children’s relationship with nature: It’s importance to children’s development and the earth’s future. (Links to an external site.)

Section 2: Children and Families

· Christian, L. G. (2006). Understanding families: Applying family system theory to early childhood practice. Young Children, 61(1), 12-20.

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships (Links to an external site.). Young Children, November 49, 9-12. 

· Margolin, G., & Gordis, E. B. (2000). The effects of family and community violence on children   Download The effects of family and community violence on children. Annual Review of Psychology, 51(1), 445-449. https://doi.org/10.1146/annurev.psych.51.1.445 

· Roots of Empathy (Links to an external site.)

· Seeds of Empathy (Links to an external site.)

· Stone, S. J., & Lindsey, G. (2012). Reviews of research: Brain research implications for early childhood education   Download Reviews of research: Brain research implications for early childhood education. Childhood Education, 75(2), 97-100. https://doi.org/10.1080/00094056.1999.10521992 (Links to an external site.)

Section 3: Children, Families and Communities

· British Columbia Centre for Ability (Links to an external site.)

· Dalai Lama Centre for Peace + Education. Why Educate the Heart? (Links to an external site.)

· Developmental Disabilities Association. Infant Development Program (Links to an external site.)

· Weaver, K. (2009). Brightening lives. Exchange magazine. Nov./Dec. (Library Online Course Reserves: Journals > Exchange Magazine > 2009 > click on 'Brightening Lives' and download pdf form)

Section 4: Children and the Learning Environment

· Harvard Graduate School of Education (1997). Project zero. Making learning visible. (Links to an external site.)

· Harvard Graduate School of Education (1997). Project zero. Making thinking visible. (Links to an external site.)

· Malaguzzi, L. (translated by Lella Gandini). (1993). For an education based on relationships. Young Children, November 49, 9-12. (Links to an external site.)

· Pairman, A., & Terreni, L. (2001) If the environment is the third teacher, what language does she speak? Early Childhood Development, Nga Kaitaunaki Kohangahunga, Right from the start. (Links to an external site.)

· The Wonder of Learning Exhibit: Ray of Light. (Links to an external site.)

· UBC Intergenerational Landed Learning on the Farm for the Environment.Links to an external site.

· Wilmes, B., Harrington, L, Kohler O., Evans, P., & Sumpter, D. (2008). Coming to our senses: Incorporating brain research findings into classroom instruction   Download Coming to our senses: Incorporating brain research findings into classroom instruction. Education Digest, 74(3), 24-28.

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