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Virtual Field Trips as the Focus of the Early Years Curriculum

Virtual Field Trips as the Focus of the Early Years Curriculum

Jessica A. Manzone, Sandra N. Kaplan
Copyright: © 2023 |Pages: 22
ISBN13: 9781668474686|ISBN10: 1668474689|EISBN13: 9781668474693
DOI: 10.4018/978-1-6684-7468-6.ch019
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MLA

Manzone, Jessica A., and Sandra N. Kaplan. "Virtual Field Trips as the Focus of the Early Years Curriculum." Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, IGI Global, 2023, pp. 382-403. https://doi.org/10.4018/978-1-6684-7468-6.ch019

APA

Manzone, J. A. & Kaplan, S. N. (2023). Virtual Field Trips as the Focus of the Early Years Curriculum. In I. Management Association (Ed.), Research Anthology on Early Childhood Development and School Transition in the Digital Era (pp. 382-403). IGI Global. https://doi.org/10.4018/978-1-6684-7468-6.ch019

Chicago

Manzone, Jessica A., and Sandra N. Kaplan. "Virtual Field Trips as the Focus of the Early Years Curriculum." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, edited by Information Resources Management Association, 382-403. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7468-6.ch019

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Abstract

The concept and implementation of field trips have been a source of motivation and experiential learning for students of all ages. Field trips served as a hallmark feature of early childhood curriculum, and a way for young learners to access content across all topics and subjects. Traditionally, a field trip, whether in-person or virtual, has been considered a support to a lesson or unit of study. The contemporary emphasis on remote learning has created an opportunity for virtual field trips to become the source rather than a feature of a curriculum for young learners. This chapter will address (1) the educational implications of virtual field trips, (2) virtual field trips as a dominant feature in early childhood curriculum, and (3) the use of virtual field trips as a method of providing equity and access for all learners. Questions related to why virtual field trips are significant and how early childhood curriculum can be redesigned around virtual trips are addressed.

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