Captivating young children is at the heart of teaching, making it fun and challenging. Rogoff (1990) argued that children learn how to think and act in various settings mostly through informal apprenticeships in everyday settings that include rich, social interactions with parents, siblings, and peers. In fact, many contemporary authors view context as the most important element of learning and transfer (Marini and Genereux 1995). This article describes how the environment can provide a meaningful context to integrate science and social studies—enhancing citizenship, self-esteem, and self-advocacy in the process.
Type Journal ArticlePub Date 5/1/2002Stock # sc02_039_08_30Volume 039Issue 08