Abstract
The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children’s and their teachers’ and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a province, and 208 children in the 5-6 age groups in which these teachers entered their classes. In this study, “Environmental Awareness and Attitude Scale for Pre-school Children” was used to determine the awareness and attitudes of pre-school children’s towards the environment. The “Attitudes towards Environmental Problems Scale” was used to determine the attitudes of pre-school teachers’ to the environmental problems and the “Awareness Scale for Environmental Problems” was used to determine teachers’ awareness of environmental problems. As a result of the study, it was determined that pre-school children’s attitudes towards environmental problems are high but their awareness about environmental problems is moderate. On the other hand, it was determined that pre-school teachers’ attitudes towards environmental problems were moderate and their awareness of environmental problems was generally high. Finally, it was determined that a moderately significant relationship was found between pre-school children’s and their teachers’ attitudes towards environmental problems, while there was a weak relationship between children’s and their teachers’ awareness of environmental problems.
Highlights
1.1 Introduce the ProblemIndividuals’ emotional traits such as attitude and awareness are formed and developed from very early ages, so children need to be educated from early ages in order to develop their attitudes and awareness towards the environment
B) What is the level of attitudes and awareness of pre-school teachers’ towards environmental problems?
3.1 Findings Related to Attitudes and Awareness Levels of Pre-school Children’s towards the Environment
Summary
Individuals’ emotional traits such as attitude and awareness are formed and developed from very early ages, so children need to be educated from early ages in order to develop their attitudes and awareness towards the environment. As children learn and grow older, attitudes and awareness towards the environment will change and develop (Poortinga, Steg, & Vlek, 2004). Environmental education was defined in the first environmental conclusion report made in 1991; “The development of environmental awareness in individuals is defined as acquiring environmentally sensitive, positive and permanent behavioral changes and preserving natural, historical, cultural, social, and aesthetic values, ensuring active participation and taking part in solving problems” (Ministry of Environment, 1991). Environmental education is important in terms of improving the attitudes and awareness of children towards the environment, but another important issue that needs to be carefully considered here is the qualify of this education. With regard to the developmental characteristics of pre-school children, environmental education jel.ccsenet.org
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