weather such as hurricanes, heat waves, wildfires, floods, and droughts on aspects of children’ s learning and development. For example:
› A study examined the relationship between wildfire smoke exposure and standardized English language arts and math test scores for grades 3 – 8 across nearly 11,700 school districts. Findings suggested that this exposure was linked to reduced test scores, especially in grades 3 – 5( Wen & Burke 2022).
› Wildfire smoke exposure is associated with increased hospital visits related to respiratory health, with the greatest effect on children from birth to 5 years old with asthma( Heaney et al. 2022). It also may increase allergic predisposition and upper airway or sinonasal disease( Noah et al. 2023).
› Extreme weather may impact how young children feel about their surroundings and environment. Families and teachers reported in a 2021 study that children’ s stress was mostly related to extreme weather events, followed by uncertainty for the future and concern for animals( Baker et al. 2021). Researchers have also found that higher temperatures are linked with lower school performance( Early Childhood Scientific Council on Equity and the Environment 2024).
Thus, adults need resources to address children’ s climate-related questions, stresses, and concerns( Beaver & Borgerding 2023; Spiteri 2023).
Early childhood programs and educators, along with families, help to support children’ s sense of security( Thijs & Koomen 2008). Educators can use practical strategies that maximize children’ s innate interest and foster hope. This can help children to feel understood and promote small behavioral changes that support the environment, such as reusing materials or conserving water( Tayne et al. 2021; Crandon et al. 2022). Further, early childhood professionals can be a critical resource for families before, during, and after extreme weather events( Ebbeck et al. 2020).
As researchers in early childhood education and science education, we( the authors) came together as part of a larger study using project-based learning, reflective interviews, and children’ s lived experiences to explore, design, and implement a climate change education approach for elementary school children( Tran et al. 2025). Our project was made possible by funds from the National Academies of Science, Engineering, and Medicine through their Adapting Science Teaching in Regions Impacted by Climate Change Program. Leaning into more than 30 years of experience in early childhood, science, bilingual education, and art, we developed a framework for using literacy and art specifically for pre-K to first-grade students to investigate the environment and climate change.
In this article, we share our approach along with examples of learning activities to consider when implementing environmental education, addressing extreme weather events, and / or incorporating conversations about climate change. We also present the reflections of Andree Champagne, the fourth author and a native of New Orleans, Louisiana, and a pre-K – fifth-grade art teacher, whose valuable input helped develop lessons that incorporate children’ s unique experiences with their local environment into a codesigned lesson on climate change. While our approach is applicable to children across the pre-K and elementary grade band, here we focus on kindergarten and first grade.
Concepts of Environmental Education: In, About, and For
When designing learning experiences aligned with environmental education goals, teachers must use methods best suited for young children’ s development( NAAEE 2016). This is part of developmentally appropriate practice( DAP) and its three core considerations( NAEYC 2020):
› Commonality reflects the general knowledge of child development and learning outcomes that teachers use to identify children’ s achievable goals. When teaching about the environment, educators can consider the unique group of children they are working with and that development and learning occur“ within specific social, cultural, linguistic, and historical contexts”( NAEYC 2020, 35). Teachers can recognize children’ s backgrounds and prior experiences in their local environment and intentionally select meaningful, relevant strategies and content.
› Individuality reflects the unique experiences and characteristics that each child contributes,
40 Young Children
Winter 2025