› Taking nature walks to observe seasonal changes.
› Engaging in activities like sorting recyclables, gardening, and vermicomposting.
› Making watercolor paintings of nature and the Earth.
› Creating ceramics inspired by the concepts we were studying, like carbon footprints.
As they engaged in these activities, children began to think about the Earth’ s climate and the impact they have on it. They asked questions about how actions like recycling and conserving water could help protect the environment, and they expressed excitement about caring for nature through their daily choices. For example, when children sorted recyclables, used reusable containers, and minimized single-use items, they began to understand how their actions could reduce landfill waste. Nurturing plants that support local pollinators and engaging in other gardening tasks helped them learn that healthy ecosystems need greenery.
To capture children’ s engagement and learning related to their learning goals, I collected data from five sources across three learning cycles. Each cycle lasted two months and was a distinct unit of study( waste reduction; composting and gardening; reducing carbon footprints). Collecting data across these cycles enabled me to track what children were learning and to deepen their understanding of and involvement with climate-related concepts over time.
My five sources of data were
› Lesson plans: I planned projects and specific lessons with inquiry-based investigations that aligned with the thematic cycles of study. I provided children with information about specific concepts by sharing facts, labels, picture cards, and nonfiction books related to weather, animals, and environmental change. I also planned how to arrange the classroom setting and materials to support children to identify and follow their own questions and interests. This included setting up discovery tables with natural objects( leaves, soil, ice, water), loose parts for building, and open-ended art materials so that children could represent their ideas.
› Observations and dialogues: I noted children’ s participation in activities and recorded their climate literacy discussions— both among themselves and with educators.
› Photographs: I took pictures of children’ s activities and artifacts, which helped make their thinking visible as they engaged in learning activities.
› Student work samples: Children’ s artwork and written pieces, such as journal entries and responses to prompts, showcased their individual reflections and learning progressions.
› Reflective journal: I reflected after each lesson and activity to gauge the effectiveness of my planned curriculum and to identify emerging themes that were shaping children’ s learning experiences.
After the three cycles were completed, I organized and reviewed the data to gain insight into children’ s evolving understandings and skills: I put lesson plans and reflections in chronological order. I categorized children’ s work samples and photographs according to lessons and activities. I transcribed and reviewed observations and dialogues for recurring themes, color-coding them to help me visualize connections. Out of this analysis, four main themes emerged: Having a fever, a healthy versus a sick Earth, carbon footprint, and taking action within a changing climate( see“ Results of Analysis” on page 79).
Findings and Discussion
At the beginning of my research, I was anxious about interpreting children’ s views about climate change. I worried they would not understand climate concepts and / or they would lack the vocabulary to express their thoughts and feelings. Yet the process of reviewing and analyzing my data allowed me to move beyond these concerns: Children likened climate change to the Earth having a fever, which illustrated their understanding about the planet’ s health. They understood the distinction between a healthy
78 Young Children
Winter 2025