​​Introduction:

 

Early childhood environmental education focuses on developmentally appropriate conservation concepts and avoids an explicitly problem-oriented approach. Young children do not have the coping skills to face the tragedies of environmental crises and problems. When faced with the loss of endangered species and environmental degradation, young children may respond with sadness, fear, and helplessness, which can lead to defensive apathy. In early childhood, it is important to concentrate on building a foundation that will allow for positive examination of issues and appropriate action later in life. Children’s minds and bodies are growing at a phenomenal pace, developing neural connections they will use for the rest of their lives. Learning is everything; experience is everything.

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Everything is worth exploring with all of their senses. Whether it is the taste of a carrot freshly picked from the garden, the sight of sunlight on a dewdrop, or the sound of music made with some rocks found in the yard, young children are making discoveries and creating connections. They are beginning to understand their individuality and the individuality of others. They are beginning to build relationships between themselves and others and between themselves and the world around them.

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Environmental education in early childhood includes the development of a sense of wonder; appreciation for the beauty and mystery of the natural world; opportunities to experience the joy of closeness to nature; and respect for other creatures. It also includes the development of problem-solving skills and the development of interest and appreciation of the world around us.

 

Why Early Childhood Environmental Education?

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The goal of environmental education, according to the Belgrade Charter (UNESCO, 1976, p. 2), is “to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.” The ultimate goal of environmental education is the development of an environmentally literate citizenry. Research has shown that most attitudes are formed very early in life, and this is why it is so important for environmental education to begin in early childhood.

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This syllabus describes the intended learning for Environmental Education in Grades 1 to 5

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Environmental education programs for formal 1–5 classrooms tend to include somewhat structured information analysis and application of various action skills. The approach to environmental education for early childhood kids is less about the organization of graduated achievements and more about the free discovery on each child’s terms.

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Particularly for very young children, environmental education should incorporate exploring woodlands, getting wet feet, climbing rocks, building with sticks, running on grass, turning over rocks, following insects, stomping in puddles, and so forth. Learning experiences in the social sphere help children see and understand the relationships between people and their environments. It helps children to become responsible citizens through the development of essential knowledge, understanding, skills, and attitudes and builds the foundation for more complex themes of geography, history, life skills, agriculture, and entrepreneurship to which children are exposed in later grades. They also understand the physical and biological world of which they are part. This includes understanding how people use the natural environment to satisfy human needs, how to care for the environment, and how the environment may be changed in ecologically sustainable ways.  Again, the acquisition of skills, understandings, and attitudes at this early stage is essential for later learning.

 

ESSENTIAL UNDERPINNINGS OF EARLY CHILDHOOD ENVIRONMENTAL EDUCATION

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These essential underpinnings of environmental education are relevant to early childhood, but in slightly different ways:

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1. Systems: Children live in and learn about systems: families, communities of people, animals, and plants.

2. Interdependence: People are connected to nature. What we eat, drink, breathe, and wear is drawn from nature, and we have an impact on nature as well.

3. The importance of where one lives: It is important for children to know the sights, sounds, and smells of their habitat. Nature is a part of our local environment, whether it is a backyard, vacant lot, park, or nature center.

4. Integration and Infusion: Environmental education does not have to be a separate activity or “subject,” and is best integrated with experiences in a variety of curricular areas (literacy, creative arts, mathematics, science, health, daily routines).

5. Roots in the real world: Direct experience with authentic materials is a hallmark of early childhood education; sorting leaves and seeds, digging for worms, and identifying local birds, insects, and plants are all activities that may help children become grounded in the natural world.

6. Lifelong learning: Inspiring curiosity about the world, creative thinking and problem solving, and collaborative learning can build a strong foundation for lifelong learning. They can:-

• talk about how people can protect or harm the environment

• make individual choices about participation in efforts to protect the environment, such as not littering, picking up trash, saving paper to be recycled

• participate in group decision-making about classroom environmental actions, such as the use of water, turning off lights when not in use, recycling

• show a beginning understanding of what people need to do to work and live together in groups

• recognize that others have an impact on nature

• increasing spatial awareness through appropriate activities

• exploring textures and manipulating materials in the natural setting

• build two- and three-dimensional structures in the outdoor environment

• engage in sensory exploration of the environment, especially through interactions with water, soil, and plant materials

• understand that all animals, including humans, need air, water, space, and food to live

• become aware that nutritious foods give us energy and help people to grow

• identify healthy and non-healthy foods and be willing to try new, healthy foods

• show increasing balance and strength in activities such as walking, running, and climbing on uneven surfaces such as hills, trails, depressions, and tree trunks

• choose challenging new physical activities in the natural environment

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The Natural Environment

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Childs describes the basic structures, functions, and life cycles of plants and animals in their immediate environment. They explain the importance of clean air and describe the effects of air pollution and how to prevent it. They describe and demonstrate how to care for their environment.

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They make observations of weather conditions and how weather affects themselves, their wellness, and their social and natural environment. They describe types of energy, their use in everyday situations, and simple ways to save energy. They explain why the Sun is important and describe features in the day and night sky during different seasons.

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Children are developing a relationship with the natural world. They are learning how to gently hold a worm, examine it, and then return it to its habitat. They are learning to appreciate all kinds of weather. They are learning how to explore and use tools of exploration such as magnifying glasses and Popsicle sticks. Children are watching plants and animals change through their life cycles, and learn respect for the natural world and living things. Children who respect the environment feel an emotional attachment to the natural world, and deeply understand the link between themselves and nature, will become environmentally literate citizens. The task of environmental education for young children is to forge the bond between children and nature.

 

Health, Safety, and Nutrition

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1. Childs explains the importance of living a healthy lifestyle, explains how to store and prepare food correctly, and describe a healthy diet.

2. They practice personal hygiene and describe emotions and changes in the body.

3. They explain how to care for themselves and others, and demonstrate how to be a good friend.

 

THE ROLE OF CULTURE IN EARLY CHILDHOOD ENVIRONMENTAL EDUCATION

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Young children are embedded in their family culture. The child’s cultural background includes the beliefs and practices related to daily life and child-rearing (e.g., eating, sleeping, clothing, guidance and discipline, routines, relationships with others) as well as the family’s home language and religious, ethnic, political, and geographic characteristics.

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Early childhood environmental education is designed and implemented using established developmentally appropriate practices. children may express understanding and respect for differences among people regarding ethnicity, gender, age, abilities, and family structures respect the rights and feelings of others engage in activities that promote a sense of contribution such as planting seeds in a vegetable garden, recycling paper, or turning off lights when leaving a room to develop a sense of connectedness through the exploration of natural materials, tactile exploration, caring for plants or animals, and so forth develop cooperation skills in playing and exploring nature with others demonstrate a developing sense of respect for nature, the environment, and its components express an increasing appreciation and affinity for nature increasingly play cooperatively and work collaboratively with others.

 

THE AIMS OF EARLY CHILDHOOD ENVIRONMENTAL EDUCATION ARE:

 

1. To develop a lively, questioning, appreciative and creative intellect, enabling children to discuss issues rationally, make careful observation and analysis, experiment, think scientifically, solve problems, and apply themselves to tasks;

2. To help children develop self-confidence, self-knowledge, self-reliance, and understanding of the world in which they live;

3. To develop the children’s social responsibility towards other individuals, family life, the community, and the nation as a whole;

4. To develop an understanding of the dynamic interdependence of living and non-living things and the    environment;

5. To promote the child’s involvement in practical activities to preserve and sustain the natural environment

 

Risks and Challenges identified as:

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• Caring for and managing our natural resources

• Health problems associated with pollution, poor sanitation, and waste

                                       

Approach to Teaching and Learning

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The approach to teaching and learning is based on a paradigm of child-centered Education (CCE). This approach ensures optimal quality of learning when the principles are put into practice.

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Childs learn best when they are actively involved in the learning process through a high degree of participation, contribution, and production. Each child is an individual with his/her own needs, the pace of learning, experiences, and abilities. Our teacher can cater to the needs of the children and shape learning experiences accordingly. Environmental Education teaching strategies are varied but flexible within well-structured sequences of lessons. Working in groups, in pairs, individually, or as a whole class during Environmental Education is a must. Co-operative and collaborative learning is encouraged, wherever possible. Project work in groups can be used frequently as the children develop social skills.

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Environmental Education has a strong focus on acquiring knowledge, skills, and attitudes through an inquiry approach. Children are naturally curious about their world and should be given many opportunities to ask questions, make predictions and observations, and test their theories about the living and non-living world. Such activities do not require specialized equipment: everyday objects and materials from the local environment are much more suitable for primary teaching. Hands-on activities stimulate exploratory talk among children.

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Inviting local authorities and experts to the classroom adds interest and authenticity to lessons. Visiting local environments to find water resources, animals and plants provide a rich learning setting that cannot be replicated in the classroom. Students are encouraged to use their local environment as a valuable learning resource.

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 Source: (Available on several governmental & nongovernmental digital platforms)       ​​