Abstract

The present research-in-progress seeks to explore the potential of play in early childhood education for approaching complex topics like the climate crisis with young children. Qualitative data in the form of pedagogical documentation, collected through teachers’ playful research inquiry groups, interviews, and observations, will be analyzed. Using thematic analysis, conceptions of how teachers include learning about nature environment in their classrooms, and how they notice and elaborate on children’s interests in and relationships to nature, will be revealed. It is expected that through playful research, teachers will build more playful habits that equip them to support children’s own play with topics regarding the environment, and that this will result in children spending more time connecting with nature. This research also aims to inspire educators to intentionally foster in children new habits of sustainability and an ethic of care toward the planet.

Author: Lisa Goddard

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0030
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

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