Beyond "killing screaming and being scared of insects": Learning and teaching about biodiversity in early childhood education

Abstract

Introduction Young children in many childhood settings around the world are demonstrating their awareness of the impact they may have on the environment, and consequently developing a disposition towards a more sustainable way of living (Elliott, 2010). A 5-year-old in Ireland reportedly explained an international research group that sustainability means to save the world for later (OMEP 26th World Congress, Sweden, 2010), and yet many adults still struggle with these sustainability concepts and practices, and indeed question if we should be teaching this sort of content young children (Cutter-Mackenzie & Edwards, 2006). However, environmental education in childhood is a field of research and practice that is growing in the understanding of the capacity of young children learn about sustainability (Hagglund & Pramling Samuelsson, 2009) and its associated areas such as biodiversity. How this capacity aligns with the use of different types of pedagogical play in childhood education forms the focus of this article. Literature review Children's learning about sustainability in childhood settings is important because research shows that attitudes towards the are formed during the years (Pearson & Degotardi, 2009). However, the uptake of environmental education in childhood settings has been slow in both Australia (Elliott & Davis, 2009; McNichol, Davis, & O'Brien, 2011) and New Zealand (Prince, 2010). Elliott and Davis (2009) attribute this slow uptake the misplaced perception that the fate of the planet might be too dire a concept for young children cope with (p. 71). More recently, childhood education has been identified as an appropriate starting point for learning about the and sustainability (Davis et al., 2009; Elliott, 2010). For example, Duhn (2012) suggests that childhood sites are the best places for fostering a disposition towards the care of the because they provide children with opportunities learn about the as early as possible (p. 20). She acknowledges, however, a potential this suggestion as, traditionally, childhood education has been seen as providing a of childhood innocence where teachers have shielded children by steering away from complex knowledge (p. 20). Duhn (2012) argues that it is time move beyond this way of thinking and work collaboratively with others so that children are provided with opportunities learn about the and sustainability in appropriate ways. Her argument is supported by research that shows it is for teachers positively engage young children in learning about sustainability (Pramling Samuelsson & Kaga, 2008), and become problem seekers, solvers and action takers in their own environment (Elliott & Davis, 2009, p. 71). Prince's (2010) work shows that learning is supported when sustainability is integrated into the childhood curriculum as a specific goal. In this way, particular learning outcomes, knowledge, skills and attitudes can be developed that support learning about sustainability in the context of the childhood curriculum. Mackey's (2011) child participatory study in New Zealand also showed that children, teachers and families can work together on environmental projects within their communities in ways that support children's learning about sustainability. Additional research confirms these findings and shows that children are capable of understanding complex ideas about the environment, particularly when suitable play-based pedagogies are used (Pressoir, 2008). Whilst sustainability appears have an increased presence in childhood education, a particular for childhood teachers lies in understanding how use play-based pedagogies help children learn about sustainability. …