Sub-Focus Analysis of Naturalist Intelligence In Early Children

Abstract

The world of early childhood plays, and when children play in nature, it is actually a very valuable practice for children to facilitate their growing bond with nature. Early childhood is a sensitive period that can be a source of inspiration when children play in nature. Learning about nature is part of naturalist intelligence which can generate inspiration and children's exploration of nature. This qualitative research aims to explore the sub-focus of recognizing, differentiating, and classifying as well as expressing naturalist intelligence in early childhood. The participants involved in this study were two people consisting of one teacher and one PAUD head in a city in Indonesia. Interviews and documentation formed the basis of the research method, and data were analyzed using taxonomic analysis, with the results showing that all the children studied had a sub-focus on recognizing, differentiating, and classifying, as well as expressing about plants, animals, and natural objects around them (naturalist intelligence). However, this article only discusses the sub-focus on getting to know plants, animals, and natural objects around children. This research reveals that naturalist intelligence in early childhood can be developed through school support