Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomesThis systematic review of the early childhood environmental education (ECEE) literature sought to identify outcomes related to ECEE programs and practices. Criteria for inclusion of studies in this review entailed being published in English between 1995 and 2018 in peer-reviewed publications and being focused on children from birth through age eight. Additionally, the studies needed to focus on an environmental education experience and/or program and be based on empirical research or evaluation. While ECEE can take a variety of forms, for purposes of this review, it encompassed “those early childhood programs and learning experiences designed with the goal of creating environmentally aware, engaged community members.” The design, implementation, and analysis of the review was guided by an understanding that many types of ECEE programs and approaches within this broad definition are effective.
Sixty-six studies – 65 journal articles and 1 conference paper – met the inclusion criteria and were analyzed for this review. While the timeframe established was 1995-2018, the final sample included no studies published prior to 2000. Two of the included studies were published in 2000; the majority (N=42) were published between 2013 and 2018, perhaps reflecting an uptick in programming and research attention in recent years. More than half of the studies used a primarily qualitative research design, which is “particularly appropriate when assessing processes and measuring outcomes with younger audiences.” The majority of studies involved three- to six-year-old children in teacher-led, formal educational programs, with children ages four and five being the most frequently studied age group. “Overwhelmingly, researchers presented strong cases individually—and even more convincingly, collectively—for positive findings associated with ECEE programs across a range of outcomes.” The most frequently reported outcomes were in the areas of environmental literacy development (50 studies), cognitive development (25 studies), and social and emotional development (25 studies). Other reported outcomes were in the areas of physical development (14 studies) and language and literacy development (6 studies).
An analysis of ECEE practices reported in the reviewed studies led to the identification of nine categories: Time in Nature; Play and Movement; Knowledge and Skill Development; Social Interaction; Creative Arts; Time to Reflect, Think, and Observe; Action Taking; Family Connection; and Personal Connection. Of these, Time in Nature and Play and Movement received the most attention. Most of the practices are consistent with play-based, nature-rich pedagogical approaches, where movement and social interaction are emphasized.
The programs described in this review reflect a positive integration of early childhood education and environmental education. The related research provides strong evidence of such programs meeting holistic child development goals while also"laying the groundwork for skills and dispositions related to taking action to improve and protect the environment.”
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