It's Like a Fruit on a Tree: Young Maltese Children's Understanding of the Environment

Autor/inn/en	Spiteri, Jane; Higgins, Peter; Nicol, Robbie
Titel	It's Like a Fruit on a Tree: Young Maltese Children's Understanding of the Environment
Quelle	In: Early Child Development and Care, 192 (2022) 7, S.1133-1149 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spiteri, Jane) ORCID (Higgins, Peter) ORCID (Nicol, Robbie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1850444
Schlagwörter	Climate; Case Studies; Environment; Public Schools; Childrens Attitudes; Preschool Children; Freehand Drawing; Self Concept; Misconceptions; Conservation (Environment); Futures (of Society); Foreign Countries; Environmental Education; Sustainable Development; Early Childhood Education; Malta + Suchen Sie Ihr Suchwort? Klima; Case study; Fallstudie; Case Study; Umwelt; Public school; Öffentliche Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Drawing; Zeichnen; Selbstkonzept; Missverständnis; Conservation; Environment; Konservierung; Bewahung; Future; Society; Zukunft; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	With increasing evidence and concern over human impacts on planetary systems, children are more likely to be exposed to such changes, and be affected by them, over their lifetime. This qualitative multiple case study explores the ways in which young Maltese children (aged 3-7 years) perceive the environment. Preliminary data were collected via observations in two state schools and one household. Document analysis and semi-structured conversational interviews with 9 children, including children's drawings and their interpretations of them provided breadth and depth to the data collection process. Findings indicate that children perceived the environment as nature; in terms of a human-environment relationship; as an asset to humanity; and, as a sense of place and identity. While they held misconceptions, they also exhibited protective dispositions. The implications of these findings for policy and practice, and some of the directions for future research that stem from this study, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01