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Young Children Learning for the Environment: Researching a Forest Adventure

Published online by Cambridge University Press:  23 June 2015

Agatha Gambino ,
Julie Davis  and
Noeleen Rowntree
Agatha Gambino
Affiliation:
Education Queensland
Julie Davis*
Affiliation:
Queensland University of Technology
Noeleen Rowntree
Affiliation:
Bunyaville Environmental Education Centre
*
†School of Early Childhood Researcher, Centre for Learning Innovation, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Queensland 4059, Australia. Email: j.davis@qut.edu.au
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Abstract

Field experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development - in 4-5 year old Prep children - of knowledge, attitudes and actions/advocacy in support of an endangered native Australian animal, the Greater Bilby. Data indicated that children gained new knowledge, changed attitudes and built a repertoire of action/advocacy strategies in native animal conservation as a result of participating in a forest field adventure. The curriculum and pedagogical features that supported these young children's learning include: active engagement in a natural environment, learning through curriculum integration at home and at school, anthropomorphic representations of natural elements, making connections with cultural practices, and intergenerational learning. The paper also highlights research strategies that can be usefully and ethically applied when conducting studies involving young children.

Keywords

Field educationactive citizenshipknowledgeattitudesearly childhoodintergenerational learning
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 25 , 2009 , pp. 83 - 94
Copyright
Copyright © Cambridge University Press 2009

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