Preschool children’s perceptions on human–environment relationship: follow-up research

Cengizoğlu S., Olgan R., Teksöz G.

Early Child Development and Care, cilt.192, sa.4, ss.513-534, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 192 Sayı: 4
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/03004430.2020.1767608
  • Dergi Adı: Early Child Development and Care
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.513-534
  • Anahtar Kelimeler: Early childhood, education for sustainable development, human-environment relationship, preschool children, EARLY-CHILDHOOD EDUCATION, SUSTAINABLE DEVELOPMENT, PERSPECTIVES, IDEAS
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

© 2020 Informa UK Limited, trading as Taylor & Francis Group.In the current study, we focus on how the early childhood education for sustainability (ECEfS) program develops the perceptions of preschool children about the human–environment relationship. The sample of the study consisted of preschoolers aged 60–66 months in Ankara, Turkey. The data were collected through the drawings of children on the topic of ‘human–environment’ and interviews on drawings obtained before and after the program. The findings revealed that children perceive their environment as a peaceful and gentle place. Furthermore, children conceptualized the environment through unusual and fantastic elements and they described the environment through secondary sources. There was a shift in descriptions in the post- and follow-up drawings including proposing recycling as a way of reconstructing the human–environment relationship, with making connections between global issues. In parallel to post findings, follow-up drawings gained after 10-month of the implementation highlights children’s own solutions for a sustainable future.