Nature-Based Education for Children

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

The article by Nelson, Pacini-Ketchabaw, and Nxumalo (2018) comes from the post-colonial studies and considers the ecological field in conjunction with the political one. The involvement of children is possible only with a patient teaching attitude. The article by Otto and Pensini (2017) is “the first article to show the significant impact of environmental education on environmental behavior, mediated both by connection with nature and knowledge about the environment” (p. 93). The authors postulate the idea of the importance not of the study of ecology but the physical involvement of children in nature. Only organized participation will help children develop the habit of caring for the environment (Early Childhood Webinars, 2022). During preschool period, the main patterns of behavior that manifest themselves in the future are fixed. These patterns can accompany children throughout their lives and shape consumption patterns.

The reviewed articles discuss the impact of natural education on children in their later life. The authors discuss children’s possible habits and motivations to explore nature and the complexity of the issues that ecology raises, even in the context of preschool education. Ecology has always been a field where people with severe training were involved, which meant that entering into environmental issues is associated with acquiring a specific background, which a priori children cannot have. Politicians, some economists, social figures and activists, and biologists have been involved in ecology.

In addition, environmental studies can be associated with feminism and minority theory. For instance, Nelson, N., Pacini-Ketchabaw, V., & Nxumalo, F. (2018) emphasize, ecology is often associated with post-colonial thinking and research. All these topics remain incomprehensible to children, but both articles focus on how it is still possible to explain complex processes to them. Otto & Pensini (2017) insist that children should form a connection with nature in such activities and not absorb dry information. During the development of the child’s psyche, the most important thing is the creating of motivation within the natural system through practices (Otto & Pensini, 2017). Explanations and flows of information will not help them form proper ecological behavior. Nature protection in children is motivated precisely by active participation and actualization of oneself in the world. Children do not think from the position ‘I know, therefore, I protect,’ but from the situation ‘I play there, live, make friends, therefore, this is mine, therefore, I protect.’

This topic deserves the attention of a specialist in preschool education and should be considered by teachers. In addition, child psychologists can explain the benefits of nature education for preschoolers. If communities and the education system focus on forming unique environmental care habits in children, civilized society will gradually have beneficial behavior patterns. Concern for nature will become famous and respected in a community where children are raised with appropriate values. Raising children with environmental values is an investment in the future of these children and society as a whole; this is a long-term investment. Children enjoy being in nature, and such activities can improve their relationship with teachers or each other. Another advantage of environmental activities can be their potential financial cost-effectiveness. It makes ecological education affordable for large kindergartens and small ones, private and public, with and without massive budgets. Such classes are helpful for children with special needs: autism, speech disorders, movement disorders. Being in nature can include many options, not necessarily the most active ones, such as hiking and playing. It cultivates an aesthetic worldview in children and helps define beauty concepts.