Abstract
This study focused on young children’s understanding of nature, an issue observed to be a research gap in the scientific community. The question “What nature?” is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children’s, adults’, and pupils’ concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Although certain similarities in children’s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.
Highlights
Little attention in pedagogical research has been focused on early childhood. This is a serious lack because, in accordance with constructivist theory, early childhood is key to education
Aihua Hu and Siv Ødemotland [5] indicated that purposely designed activities can promote early childhood education for sustainability and the quality of early childhood education
Nature is very remote for some children, who describe it as a place that is beyond their reach (Africa) or that they visit very rarely (Tatras Mountains)
Summary
Little attention in pedagogical research has been focused on early childhood This is a serious lack because, in accordance with constructivist theory, early childhood is key to education. Ingrid Engdahl determined that young children (from birth to eight years) have significant knowledge about the Earth and important ideas about environmental issues, in addition to knowledge about the responsibilities of individuals with respect to sustainability. It was clearly apparent in the research findings that adults often underestimate the competencies of young children [4].
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