Picture books and written reflection increase ecoliteracy in first graders

Ecoliteracy is developed starting at a young age, when a child is beginning to understand their place within the natural world. Ecoliteracy is defined as the ability to take notice of surrounding environment, considering how it serves people and subsequently understand how to act toward its preservation. The four concepts of ecoliteracy are: 1) cognition, which refers to the ability to envision the long-term effects of current environmental action; 2) emotion, which refers to connection with and empathy toward living creatures; 3) action, which refers to environment preserving behaviors and actions; and 4) spiritual connection, which refers to admiration for the environment. Previous studies have investigated enhancement of ecoliteracy in young students through nature play. This study explored the use of picture books to share information with children. Picture books can enhance cognitive thinking, language, and education surrounding the environment. In addition, studies show that the introduction of concepts at a young age can help children to become more ecoliterate in the future. This study investigated the impact of reading ecoliteracy-focused picture books on first grade students' ecoliteracy.

The research took place in inland Washington State. First, the researcher created a series of four original picture books focusing on ecoliteracy, each with increasing complexity of topic. Each book was written included illustrations and color photographs along with written text, and each was 32 pages long. The books were kept in the first-grade classroom so students could read them freely. The author recruited a teacher and 24 students aged 6-7 years old from one classroom in a public school. The teacher read each of the books to students during a normal school day, with one book read on a given day. On the days books were read, the students participated in a morning math activity, guided break. Then, the teacher introduced key concepts that were to be discussed in the book. The teacher read the book to the students, followed by introduction of an assignment to draw a picture and describe in words what they understood from the book. The study took place over the course of a number of weeks, meaning that there were days when none of the books were read to the students. The researcher then identified themes found both in the books and in the written responses from the students. The author also categorized the text from both the books and the student reflections into the four concepts of ecoliteracy: cognition, emotion, action, and spiritual connection. Complex responses were identified when a student described a concept that combined two or more ecoliteracy ideas.

The researcher concluded that picture books in this study, combined with written reflections, elicited emotional and cognitive expressions of ecoliteracy among participants. Responses showed that students connected cognitively and emotionally to all four books presented but did not connect spiritually to any of the four books presented. Further, student written responses indicated a few action-oriented connections, but these frequently involved child-like behaviors rather than larger environmental actions.

The researcher found that when the student made an emotional connection to the content of the book, the student both better understood and remembered the content. In the particularly emotion-laden reflections, researchers observed the student make written more complex demonstrations of the concepts of ecoliteracy. Therefore, the researchers concluded that this resulted in enhanced cognitive ecoliteracy, or envisioning long-term effects of environmental behavior.

The study found that student familiarity with the picture book topic was instrumental in helping the student both demonstrate deeper learning and articulate the concepts of ecoliteracy. For example, the teacher identified the idea of a “rain forest” as less familiar to the students than the broader idea of “nature.” When students heard a familiar concept in the text such as “nature,” they then produced more full, descriptive sentences than when they heard “rainforest.”

Further, when concepts in the book were familiar to the student, the student would demonstrate multiple concepts of ecoliteracy through their writing. By contrast, students were likely to only demonstrate ecoliteracy concept in their writing when the text contained unfamiliar content. For example, when a topic was familiar, students referred to both ecoliteracy concepts of emotion and spiritual connection. Emotional connection was demonstrated through words referring to concern, empathy, and love. Spiritual connection was demonstrated through words referring to awe, wonder, or amazement. When the topic was unfamiliar, the student referred to either emotion or spiritual connection. Researchers postulated that in referring to multiple concepts of ecoliteracy, the student demonstrated deeper critical thinking and development of ecoliteracy.

The results of study are limited to the small group participants in one age group at a single school. The researcher noted that students of this age level receive varying degrees of exposure to textual information, which may alter how well the students of this study were able to grasp the information provided. The information gathered in this study may vary dependent upon the degree of exposure to picture books and written information prior to the study implementation. Additionally, the researchers discussed the importance of connection to nature as a basis for gaining deeper ecoliteracy. This study did not take into consideration any pre-existing attachment to nature among participants.

This study recommends selecting picture books on environmental topics already taught in the classroom. A need exists for more environmental picture books as they are age-level appropriate and are familiar to first graders. Teachers should both read these books aloud to students and also make them available for independent reading. Teachers should also encourage students to write a reflection about the book, as written reflections have been proven to enhance cognition, creative thinking, and language skills while also reiterating components of ecoliteracy. The author recommends that teachers incorporate ecoliteracy lessons, tools and vocabulary to allow for students to better connect to the content of the books. In this way, teachers should prepare their students with the more complex ideas which may be presented in the text, shifting them from unfamiliar concept to familiar concept. Lastly, the author suggests integrating reading of ecoliteracy-enhancing picture books in addition to providing other ecoliteracy-enhancing experiences, such as nature play.