Promoting Environmental Literacy: Nature’s Representation in Kindergarten Books

Abstract

This study examines the role of nature in children’s literature on bookshelves in early childhood education settings to explore how books in kindergarten classrooms represent nature and the relationship between nature and humans. The findings are (a) cursory references, (b) human autonomy over nature, and (c) nature as a learning opportunity. Based on the findings, it is suggested to implement more policies that integrate nature-themed literature into early childhood curriculum.