Why Is It Important to Protect the Environment? Reasons Presented by Young Children

Autor/in	Spiteri, Jane
Titel	Why Is It Important to Protect the Environment? Reasons Presented by Young Children
Quelle	In: Environmental Education Research, 27 (2021) 2, S.175-191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spiteri, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1829560
Schlagwörter	Conservation (Environment); Young Children; Childrens Attitudes; Freehand Drawing; Primary Education; Environmental Education; Sustainable Development; Pollution; Local Issues; Moral Issues; Ecological Factors; Biodiversity; Aesthetics; Knowledge Level; Age Differences; Foreign Countries; Malta + Suchen Sie Ihr Suchwort? Conservation; Environment; Konservierung; Bewahung; Umwelt; Frühe Kindheit; Drawing; Zeichnen; Primarbereich; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Schadstoffbelastung; Moraltheorie; Ökologischer Ansatz; Biodiversität; Ästhetik; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Ausland
Abstract	How children piece together their reasons for protecting the environment is an important but under-research area in early childhood education for sustainability (ECEfS). This article reviews findings related to young Maltese children's (aged 3-7 years) reasons for protecting the environment. Adopting a qualitative case study approach, preliminary data were collected via observations in two state schools and one family household, semi-structured conversational interviews with children, children's drawings and their interpretations of them, and document analysis. Findings showed that children were aware of the need to protect the environment, they were aware of some environmental issues within their local context. Children were able to share their opinions with adults about the importance of protecting the environment in different ways. Children's reasons for protecting the environment centred round moral reasons; the effects on human life; the effects on endangered species; supports for living; and, aesthetics. Finally, the implications of these findings for ECEfS, policy and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01