Abstract

 
 
 Introduction: The environment is important for the proper development of human beings, so it is very necessary to instruct them, from an early age, under the approach of environmental education. The level of skills that they obtain from the acquisition of this type of knowledge will be key to taking action against environmental deterioration in the future. Objective: To diagnose the level of development of environmental skills within the teaching-learning process in five-year-old students of early education public schools of the city of Lambayeque. Materials and methods: The inductive-deductive method, the analytical-synthetic method and the statistical method were used. A questionary was applied to the research sample to obtain the results. Results: A mostly low level is recognized in the four dimensions of environmental skills. Conclusion: The surveyed students present a low level in the development of environmental skills.
 
 
Highlights
The environment is important for the proper development of human beings
they obtain from the acquisition of this type
of knowledge will be key to taking action against environmental deterioration
Summary
The environment is important for the proper development of human beings, so it is very necessary to instruct them, from an early age, under the approach of environmental education. Objective: To diagnose the level of development of environmental skills within the teaching-learning process in five-year-old students of early education public schools of the city of Lambayeque. La crisis ecológica se hace visible a la comunidad científica, se empiezan entonces a publicar informes (como el del Club de Roma) y a desarrollar diversos foros y congresos sobre el tema, siendo la más importante quizá la Conferencia de las Naciones Unidas sobre el Medio Humano realizada en Estocolmo en 1972, donde se reconoce de manera oficial el concepto de educación ambiental y la importancia que posee para cambiar el modelo actual de desarrollo (Ministerio del Medio Ambiente de Chile, 2018); aunque en nuestra región, este término no tuvo relevancia hasta una década después (González, 2001). Entonces, que la educación ambiental es una corriente educativa de pensamiento y acción de alcance internacional que presenta una propuesta de transformación que rechaza el antropocentrismo y responde a la problemática ecológica; desde tal punto de vista, y sin abandonar los problemas individuales, incorpora al contexto la relación que tiene el sujeto con la naturaleza y le permite comprender la realidad medioambiental, su presencia y función dentro de él, el proceso que la ha llevado hasta su actual deterioro y las medidas que debe tomar al respecto (Alea & Jaula, 2005; Calderón et al, 2011; Novo, 2009; UNESCO, 1975)
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