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An Environmental Education Learning Model for Early Childhood: Achieving Sustainable Development
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Abstract
Purpose – Educational institutions play a crucial role in addressing environmental problems through Education for Sustainable Development (ESD) for early childhood. This research aims to identify effective methods for implementing sustainable education goals in environmental learning for young children by developing an environmental learning model.
Design/methods/approach – This research and development study utilized Borg & Gall's development model, simplified for efficiency in terms of energy, time, and cost. The study focused on the validation stage, with testing and dissemination planned for subsequent research. The product was designed based on an initial needs analysis. Currently, environmental learning is limited to cognitive abilities only, lacking additional skills or habits imparted to the children. The product was validated through a Forum Discussion Group with Jakarta Bisa School and Gaharu Nature School in Bandung.
Findings – Validation results indicate that environmental education can begin with character development in children. Jakarta Bisa School can implement the Green Attitude, which embodies values such as Life, Love, Responsibility, the Universe, and Sustainability. Additionally, learning should involve more direct experiences, allowing children to observe the natural life cycle, environmental care, and the sustainability of natural resources.
Research implications/limitations – This research requires an extended period for designing and implementing the environmental learning model. By involving multiple stakeholders, it has the potential to change teachers' and parents' perceptions in educating early childhood.
Practical implications – Environmental learning is essential for fostering future change. Children will grow with a strong understanding of the importance of love and care for the universe and a sense of responsibility for life within it. This approach helps cultivate environmentally conscious individuals who are equipped to address global challenges and contribute to a sustainable future.
Originality/value – This research contributes to the field of education by promoting a better future through learning aligned with ESD goals. It provides innovative teaching methods and materials that foster environmental awareness and sustainability from an early age.
Paper type Research Paper
Keywords:
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1. Introduction
The United Nations has designated the year 2030 as a pivotal time to ensure access to high-quality education for early childhood(Seidel et al., 2019). This initiative is part of the Sustainable Development Goals (SDGs), specifically through one of its key instruments: Education for Sustainable Development (ESD). UNESCO defines ESD as an effort to empower students to make responsible decisions and take actions to preserve environmental integrity for present and future generations(Bergman et al., 2018). This initiative responds to various issues that negatively impact global life, such as environmental changes, overpopulation, and social inequality(Taing & Mahadeo, 2020).
One of the pressing issues that requires immediate attention and resolution is the environmental problem. Environmental issues are the responsibility of all parties as they are directly related to the sustainability and well-being of human life(Jabbar et al., 2021)(Liu et al., 2021)(Muhammad & Kura, 2017). Current environmental problems include global warming, food waste, loss of biodiversity, deforestation, plastic pollution, air pollution, and rising sea levels(Ahmad et al., 2022)(Kartodihardjo et al., 2020). These issues are the result of changes in human lifestyles and the increasing needs of human life, leading to high levels of industrialization and consumption that contribute to increased waste.
Educational institutions play a strategic role in addressing environmental issues. One of the primary goals of education is to help individuals develop positive behaviors towards the environment and their communities(Berchin et al., 2021)(Pan et al., 2022). Environmental education for early childhood can be effectively taught through age-appropriate methods such as storytelling, games, and hands-on activities. This type of education helps cultivate a sense of care, knowledge, and practical skills necessary to protect the planet. The experiences received by children in early childhood will have a lifelong impact(Ardoin & Bowers, 2020)(, 2021). Sustainable education provides periodic content to guide children in understanding the environment, requiring appropriate educational planning and strong connections between families, schools, and communities.
Several countries have developed environmental curricula for school children, but teaching the concepts of Education for Sustainable Development (ESD), which requires interdisciplinary thinking, is considered a challenging task(MacDonald, 2015). ESD has become a key component in school curricula in many regions, including Europe, North America, and Australia(Castellanos et al., 2022)(Larri & Colliver, 2020)(Kalla et al., 2022). The educational goals of ESD aim to encourage children to understand environmental phenomena(Chen & Liu, 2020)(Tian et al., 2024), develop awareness of the interdependence of natural and social phenomena, and provide them with opportunities to acquire knowledge, values, personal perspectives, and specific skills related to pressing environmental issues such as climate change and sustainability(Güler Yıldız et al., 2021).
The development of an environmental education model for early childhood in Indonesia requires a robust theoretical and practical foundation, supported by recent literature emphasizing the integration of Education for Sustainable Development (ESD) principles into early childhood education. UNESCO (2021) highlights the critical role of ESD in fostering sustainable development through education, particularly in shaping young children's environmental consciousness and behaviors.
Additionally, studies by(Motevalli et al., 2022)and(Zguir et al., 2021)underscore the importance of integrating ESD into early childhood education to cultivate pro-environmental attitudes and behaviors from an early age. This integration helps instill a sense of responsibility and care for the environment in young children, laying the groundwork for a more sustainable future. Furthermore, research by(Dzurenda, 2022)and(Algurén, 2021)emphasizes the significance of experiential learning approaches in ESD, suggesting that hands-on activities and real-life experiences can effectively enhance young children's understanding of environmental concepts and sustainability principles. Additionally, the work of(Parry & Metzger, 2023)and(Aiyetoro et al., 2024)highlights the role of teachers as facilitators in guiding children's exploration of environmental issues and fostering critical thinking skills related to sustainability.
Drawing from these recent literature reviews, this study aims to develop a comprehensive environmental education model that incorporates ESD principles into early childhood learning. By adopting innovative teaching methods and experiential learning activities, the proposed model seeks to empower young children to become environmentally conscious individuals capable of contributing to sustainable development initiatives in their communities. This approach not only educates but also inspires children to take active roles in preserving their environment, thereby fostering a generation of informed and responsible citizens.
2. Methods
This research employs the Research and Development (R&D) approach, following the procedures of the Borg et al. model (2014), which includes: (a) conducting a preliminary study, (b) making a plan, (c) designing an initial product, (d) conducting validation testing, (e) revising the product, (f) conducting field testing, (g) revising the operational product, (h) conducting operational field testing, (i) revising the final product, and (j) disseminating the final product. The development stages are simplified into three phases(Mardapi, 2018): a) Preliminary Stage. This includes two activities: needs analysis and field survey; b)Development Stage. This involves drafting the initial product and product validation; c)Implementation Stage: This includes conducting trials, revising the product, and its dissemination; d)Due to limitations in time and funding, the research was conducted up to the second stage only. Follow-up trials and dissemination can be conducted in subsequent research.
The first stage of the research begins with analyzing user needs through a literature review. The literature review gathers information related to environmental education learning models in early childhood education.
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