including their contexts and abilities( NAEYC 2020). Children vary in their exposure to, beliefs and interests in, and experiences with nature, the environment, and climate change.
› Context reflects the social and cultural contexts of children, educators, and the learning program( NAEYC 2020). This is especially pertinent when considering local environments and events that are unique to each area, including communities that are disproportionately impacted by climate change.
Young children can learn about their world and help protect it; they are not simply“ vulnerable and immature”( Palmer & Suggate 2004; Elliott & Davis 2009, 71). Indeed, current research suggests that the transfer of environmental knowledge between children and adults is bidirectional; even young children can positively impact adult understandings and behavior related to climate change( Spiteri 2024). Despite some educators’ reservations about broaching this topic( Beaver & Borgerding 2023; Woodard & Schutz 2024), recent research has attempted to highlight the early childhood educator’ s role in addressing climate issues in developmentally appropriate ways( Hough 2023; Spiteri 2024).
For instance, through observation and hands-on exploration of the decay of a pumpkin, early childhood teachers in Canada used this natural phenomenon to widen children’ s understanding of time and place related to the changing environment( Hennessy & Rooney 2021). Similarly, photography and storytelling are avenues for children to share their perspectives about changes in their local communities( Spiteri 2020). Such experiences may help children share their ideas and questions. These opportunities may be critical given that children’ s knowledge of climate change can be underdeveloped and inaccurate( Spiteri & Pace 2023).
Educators can use the concepts of in, about, and for as a framework to create effective learning experiences that include climate change( Davis 1998). A discussion of each concept follows.
In the Environment
Being in nature is ideal for environmental education because young children can learn through sensory experiences and play( Edwards & Cutter-Mackenzie 2011; Sawitri 2016; Ernst et al. 2021). When children are in nature, they build connections through direct experiences. Connecting with nature can also help them manage their emotions and reduce stress( Tillmann et al. 2018; Birch et al. 2020).
Educators can offer these sensory experiences via opportunities for open-ended outdoor play. This helps promote children’ s explorations and interests in the natural environment( Cutter-Mackenzie & Edwards 2013) as well as their curiosity, creative thinking, and resilience( Ernst & Burcak 2019)— which may be especially important for children living with extreme weather events.
Activities in the environment range from simple enjoyment to exploration and creation:
› Walk in nature with classmates. Walking activities can include sensory experiences that promote children’ s understanding of weather( Rooney 2019).
› Create land art and natural landscapes— for example, using fallen leaves, stones, and branches— to understand and implement sustainable actions.
› Use a magnifying glass to see what insects live in the area.
› Try outdoor photography to document what the children notice and inquire about.
If outdoor space is limited, or outdoor time is limited due to weather conditions, teachers can use natural materials( leaves, sand, dirt, mud) for children to observe or use in art activities or to support children in discovering small creatures such as insects, worms, or snails. Possibilities vary; what matters is creating multiple opportunities for children to engage with their local environments( Boyd 2019).
About the Environment
When children learn about the environment, they begin to understand how natural systems work and how humans can impact those systems( Davis 1998; Nxumalo 2018). Teaching about the environment fosters skills and knowledge related to geography, physics, and Earth sciences, which include the seasons, weather and temperature changes, and the properties of soil and rocks.
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