The focus of this study was on the development of ecological literacy in young children through a series of classroom-based “recreational activities” planned and implemented by the teacher. Ecological literacy includes an understanding of basic ecological principles, such as the idea that all living organisms interact and exist in a complex web of relationships. The development of ecological literacy plays a critical role in shaping an individual's attitude toward sustainability and an understanding of how promoting a sustainable environment relates to fairness in the economic, ecological and social spheres of society.
This study was conducted with four- and five-year-old children in a school in Brazil. The teacher used a sequence of activities including dramatization, games, drawings and group discussions to help children understand the scientific concept of a food web. This approach is based on the understanding that young children learn through observation, experimentation and debate, and that these experiences can be facilitated through playful activities. When used as a pedagogical tool, playful activities provide enjoyment, decision-making, choice, discovery and child-led questions and solutions. For this study, the playful activities introduced by the teacher were presented in a four-step sequence: knowing, experiencing, reflecting, and evaluating. Each step included several different “interventions” or activities. The activities were videotaped, allowing for an analyzes of children's engagement in the activities.
Results indicated that the playful activities relating to the scientific concept of the food web were effective in fostering observation, attention, and imagination. They also contributed to the development of oral and written expression and vocabulary expansion. Only children with prior knowledge about animals and their diet gained new understanding of the concept of a food web. However, even the children with no prior familiarity with the subject recognized relationships between living organisms and had some realization of their role in it. This realization helped children appreciate the importance of caring for animals and plants.
These findings highlight the role of play in stimulating the involvement and curiosity of young children. These findings also suggest that playful activities can be effective in promoting improved understanding about the relationships between animals, plants, and food. A playful approach, then, can be used to foster ecological literacy in young children.
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