A systematic review of early childhood environmental learning and its relationship with family socioeconomic status

Abstract

The development of a child's environmental awareness and sustainable habits depends on early environmental learning. One of the most significant measures of a student's performance and educational accomplishment is their academic achievement. Family socioeconomic status (SES) impacts educational achievement, the connection between SES and academic success may vary depending on the sociocultural context. India is the most populous in developing a country that has a substantial enrollment in basic education. We analyzed empirical evidence on early childhood environmental learning (ECEL) activities to comprehend the background of ECEL instructional methods and predicted outcomes. By focusing on recent years, we found 10 publications that met the criterion for inclusion. According to the research, these programs attracted children between the ages of 3 and 6 who participated in organized, instructor-driven activities. The sample studies examined how children's SES affects their exposure to environmental learning possibilities, environmental attitudes, pro-environmental actions, emphasizing environmental literacy growth, intellectual growth, and emotional and social growth. With the goal of supporting ECEL users in creating, putting into practice, and assessing the program including motivating researchers to continue to look at the components, processes, and concepts presumptions they contain, we provide an illustration that summarizes cross-sample data. The research demonstrates the complex relationships between ECEL and SES. Although children from better socioeconomic homes have more access to assets and chances for environmental learning, the effect of family values and parenting techniques on a child's environmental awareness and conduct is crucial.