Green Activities in Kindergarten: An Overview of Their Impact on Sustainable Development
Abstract
In recent years, the global focus on sustainability and environmental conservation has grown significantly. As we strive to create a better world for future generations, it is crucial to instill these values from an early age. Kindergartens, as centers of learning and growth, play a vital role in fostering a sustainable mindset among young children. One impactful way to achieve this is through the introduction of green building activities within the kindergarten environment. This review paper aims to analyse and discuss a selection of research papers that focus on green building practices in kindergartens, highlighting their impact on sustainable development. By examining these studies, it can gain valuable insights into the benefits of green building activities for kindergartens and their contribution to a sustainable future. From this research, various approaches and models are utilized in preschool environmental education to foster knowledge, awareness, and culture by focusing in three pillars towards sustainability environment which are environment, social and economic. The significance of green activities is creating sustainable environments for children.
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Tucker, R., & Izadpanahi, P. (2017). Live green, think green: Sustainable school architecture and children’s environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.
Upitis, R., Hughes, S.F., & Peterson, A.M. (2013). Promoting Environmental Stewardship through gardens: A case study of children’s views of an urban school garden. Journal of the Canadian Association for Curriculum Studies, 11, 92-135.
Waliczek, T.M., & Zajicek, J.M. (1999). School gardening: improving environmental attitudes of children through hands-on learning. Journal of environmental horticulture, 17, 180-184.
Davis, J.M., Gibson, M.L., Rowntree, N.E., Pratt, R., & Eglington, A. (2005). Creating a Culture of Sustainability: From Project to Integrated Education for Sustainability at Campus Kindergarten.
Ernst, J., & Burçak, F. (2019). Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability.
Edwards, S. & Cutter-Mackenzie, A. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education. International Journal of Early Childhood, 45(3), 327-346.
Elliott, S., & Davis, J. (2018). Moving forward from the margins: Education for sustainability in Australian early childhood contexts. International perspectives on the theory and practice of Environmental Education: A reader, 163-178
Elliott, S., McCrea, N., Newsome, L., & Gaul, J. (2016). Examining environmental education in NSW early childhood education services: A literature review with findings from the field.
Falkiewicz-Szult, M. (2014). Environmental education of children in early education from the perspective of modern challenges and threats. The work in a nursery school in aid of sustainable development. General and Professional Education, 2014, 15-22.
Haas, C., & Ashman, G. (2014). Kindergarten Children's Introduction to Sustainability through Transformative, Experiential Nature Play. Australasian Journal of Early Childhood, 39, 21 - 29.
Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.
Kabadayi, A., & Altınsoy, F. (2018). Traditional and Technological Methods for Raising Pre-school Children’s Awareness of Environmental Pollution for Sustainability. Discourse and Communication for Sustainable Education, 9, 134 - 144.
Khudhair, G.A. (2022). The extent of Application of Environmentally Friendly Designs in Private Educational Buildings Private Kindergarten/Al-Karkh II as A case Study. IOP Conference Series: Earth and Environmental Science, 1060.
Lavrentyeva, N.G. (2020). Environmental Management as an Organizational-Pedagogical Condition for Education for Sustainable Development in Kindergarten.
Maurer, M., Koulouris, P., & Bogner, F.X. (2020). Green Awareness in Action—How Energy Conservation Action Forces on Environmental Knowledge, Values and Behaviour in Adolescents’ School Life. Sustainability, 12, 955.
Melis, C., Wold, P., Bjørgen, K., & Moe, B. (2020). Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development. Sustainability. Sustainability 2020, 12, 8037 2 of 16.
Minić, V. (2020). Environmental activities for preschool children for the purposes of nature conservation. Zbornik radova Učiteljskog fakulteta Prizren-Leposavić 2020, iss. 14, pp. 229-239
Ozdemir, A., & Çorakçi, M. (2010). Participation in the greening of schoolyards in the Ankara public school system. Scientific Research and Essays, 5, 2065-2077.
Papavasileiou, V., Nikolaou, E., Xanthacou, Y., Papadomarkakis, I., Matzanos, D., & Kaila, M. (2017). Student Preschool Teachers' Views About the Pedagogical Context Of Sustainable Kindergarten.
Pratt, R. (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. In J. Davis (Author), Young Children and the Environment: Early Education for Sustainability (pp. 104-153). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511845390.006.
Rahmawaty, Ma’rifatin Zahrah, Ridahati Rambey, Ruth ME Marpaung, Wini Dirgahayu (2020). Environmental Education for Early Childhood through Planting Activities in Khansa Kindergarten (TK Khansa) Medan Journal of Saintech Transfer (JST) Vol. 3, No. 1, 2020 | 21-32.
Sageidet, B.M., Christensen, M., & Davis, J.M. (2019). Children’s Understandings of Environmental and Sustainability-related Issues in Kindergartens in Rogaland, Norway, and Queensland, Australia. International journal of environmental and science education.
Stuhmcke, S.M. (2012). Children as change agents for sustainability: an action research case study in a kindergarten.
Sudo, T., Lin, S.Y., Hasegawa, H., Ito, K., Yamashita, T., & Yamashita, I. (2021). Natural Environment and Management for Children’s Play and Learning in Kindergarten in an Urban Forest in Kyoto, Japan. Urban Biodiversity and Ecological Design for Sustainable Cities.
Thote, P., & Gowri, S. (2020). Green School Practices: A Potential Tool Towards Sustainable Development. International Journal of Research, 8, 63-70.
Tucker, R., & Izadpanahi, P. (2017). Live green, think green: Sustainable school architecture and children’s environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.
Upitis, R., Hughes, S.F., & Peterson, A.M. (2013). Promoting Environmental Stewardship through gardens: A case study of children’s views of an urban school garden. Journal of the Canadian Association for Curriculum Studies, 11, 92-135.
Waliczek, T.M., & Zajicek, J.M. (1999). School gardening: improving environmental attitudes of children through hands-on learning. Journal of environmental horticulture, 17, 180-184.
Published
2023-10-01
How to Cite
HASHIM, Siti Zubaidah et al.
Green Activities in Kindergarten: An Overview of Their Impact on Sustainable Development.
International Journal of Business and Technology Management, [S.l.], v. 5, n. S3, p. 177-185, oct. 2023.
ISSN 2682-7646.
Available at: <https://myjms.mohe.gov.my/index.php/ijbtm/article/view/24155>. Date accessed: 06 dec. 2023.
