Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregiversEarly childhood education for sustainability (ECEfS) strives to establish pro-environmental attitudes and behaviors early in children’s lives and research supports learning about sustainability actions in early childhood as an effective approach. While playgroups offer an informal learning experience where children and parents can engage in education for sustainability together, these types of setting have received very little attention in the research. This study considered how ECEfS can be implemented in a playgroup setting to positively influence the environmental attitudes and behaviors of both children and parents/caregivers.
Researchers used a case study approach to focus on the Little Explorers Playgroup (LEP), a program designed to teach children and their parent/caregiver about environmental topics and inspire them to live more sustainably. The LEP was situated at a sustainable living community in Australia and was led by three facilitators. Children and their parent/caregiver engaged in an exploration of sustainability topics, as well as gardening and free exploration in nature. The LEP was intended for preschoolers between the ages of 3-5, although younger children also attended. Study participants included 20 parents who had attended 2-hour sessions, once a week for at least ten weeks with their child, as well as the three LEP facilitators. Fifteen-minute telephone interviews were conducted with each participant and focused on the influence of the LEP on attitudinal and behavioral change. Researchers employed thematic analysis and a critical pedagogy theoretical perspective to focus on empowerment and transformation within the context of sustainability.
Data revealed that the LEP facilitated positive changes in the environmental attitudes and behaviors for children and their parents/caregivers. Changes for both child and parent focused on a greater love and respect for nature and an enhanced understanding of the implications of actions in the family home on the environment. Parents indicated that their child demonstrated a more curious and caring attitude towards nature, while parents’ own changes in environmental attitudes focused on a heightened awareness of the importance of pro-environmental behavior. At home, children applied the knowledge they gained through the LEP and became more actively engaged in sustainability actions such as recycling or gardening. Children demonstrated leadership within their families as they influenced and encouraged their parents to adopt environmentally friendly behaviors, and even “kept a keen watch over their parents to ensure that the practices were maintained.”
The findings support playgroups as an effective co-learning approach in promoting environmentally responsible attitudes and behaviors among children and parents/caregivers. The study demonstrates young children’s eagerness to not only implement more sustainable practices, but to also to embrace leadership roles in their families. When considered through a critical pedagogy lens, the LEP had a “transformative and empowering effect on the participating children, particularly regarding their environmental leadership capacities.” The researchers conclude that facilitated playgroups have potential to reverse traditional intergenerational influence, with children motivating adults in the home to adopt environmentally responsible actions. Additionally, the researchers call for policies to support playgroups in incorporating ECEfS into their programs.
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