The Ontario kindergarten curriculum addresses climate literacy through a variety of lessons and topics. Chief among these is the idea that humans’ actions and choices can affect the environment( OME 2016), a position that is supported by scientific consensus( Lynas et al. 2021). Our district’ s educators work to help kindergartners understand that actions like picking up litter, conserving water, turning off lights, recycling, and planting trees or flowers can positively affect nature and the environment( OME 2016; NAAEE 2019). Involving children in initiatives like classroom recycling programs, community cleanups, or gardening projects can inspire hope and action from an early age( DeWaters et al. 2014; NAAEE 2019). Therefore, climate literacy in early learning settings means helping young children build basic understandings of the environment and humans’ impacts on it in age-appropriate, locally focused ways.
Methodology
As discussed, teaching about the climate in kindergarten can appear challenging due to the complexity of the issue( Oziewicz 2023). For the past few years, I have participated in the Toronto District School Board’ s EcoSchools initiative. This program is designed to support environmental leadership and climate action in schools, including in kindergarten. We meet annually to discuss research topics and formulate questions. During the 2023 – 24 school year, I completed three action research cycles designed to understand if the children in my kindergarten class were familiar with climate change and how they perceived the concept. Using a cyclical process of planning, acting, observing, and reflecting, I sought to capture children’ s ideas and reflections while providing inquiry-based learning experiences to support early climate literacy learning. My goals were for children to begin to understand how humans are connected to the climate and how humans can care for the Earth, ensuring a healthy planet for all.
I began my research by using observations, conversations, and informal assessments to gauge children’ s prior knowledge and experiences. Based on the insights I gained, I designed and implemented activities and discussions that connected climate concepts to children’ s local surroundings and daily lives. Throughout the process, I documented children’ s responses and learning progressions, reflecting on what strategies supported their understanding and engagement. This iterative approach allowed me to refine instructional practices in real time, actively involving children as colearners and centering their natural curiosity and capabilities.
Setting and Participants
I teach 24 kindergartners( 13 boys and 11 girls, ages 4 and 5) within an urban public school that serves children from kindergarten through eighth grade. The school features two kindergarten classes with diverse racial, social, and economic backgrounds. It is designated an outdoor play and learning school, meaning children engage in outdoor play daily, using loose parts, nature, and human-made materials to foster creativity, exploration, and social interaction.
Data Collection
Before beginning my climate literacy planning, I surveyed my kindergarten class during morning circle time, asking,“ Have you heard about climate change? If yes, where did you hear about it?” Of the 24 children, 6 responded yes, 11 said no, and 4 were unsure.( Three children were absent.) Those who had some awareness of the issue had learned about it from their families, communities, or the media.
I then spent six months using stories, songs, games, art, and inquiry-based activities to develop children’ s skills and knowledge about the climate. These included
› Singing environmentally themed songs, like“ Good Morning Dear Earth,”“ We Care for the Earth,” and“ Save the Planet.”
› Reading narrative fiction and informational texts to introduce children to climate-related concepts, such as rising global temperatures, carbon footprints, and the impact of human choices on the environment.
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