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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58
3rd International Conference on Early Childhood Education (ICECE-16)
Environmental Education through Research-Based Project Approach
for Early Childhood Education
Ocih Setiasih, Heny Djoehaeni, Asep Deni Gustiana, Leli Kurniawati
Early Childhood Teacher Training Program, Faculty of Education – Universitas Pendidikan Indonesia
Corresponding e-mail: setiasih@upi.edu
Abstract
Environmental problems are frequently caused by a lack of caring and awareness on humans part. Education has made
efforts to play an important role to generate peoples awareness and caring towards betterments of environments.
Environmental education has to be initiated to set on children in their early age through appropriate approach with
developmental characteristics and the principles of learning for children. Various approaches and strategies are the teachers
to choose to facilitate the learning to gain environmental awareness on the childrens part. Research-based project approach
is one of the appropriate approaches to implement environmental education. The aim of the present article writing is to
discuss environmental education through research-based project approach. The discussion is focused on environmental
education concepts and research-based project approach set for early childhood education.
Keywords: environmental education, early childhood, research-based project approach
1 INTRODUCTION at risk for never developing such attitudes. The
second premise is that positive interactions with the
Problems having to do with environments demand natural environment is an important part of healthy
closer examination from various sectors including child development (Wilson, 1996). This means that
education ties. Bezzina (2006) emphasizes that environmental education grown since children are in
environmental crises prove to be national concerns their early age is expected to bring with it a potential
and natural issues as well. Accordingly, steps to be to develop the childrens positive attitudes towards
taken are necessary in that educational sectors have environment. Sutrisno et.al. (2005) say that
every reason to overcome problems arise. introducing the surroundings to children through
Decreasing natural resources and the environmental education on environments at their early age serves
problems trigger one of the thoughts leading to as the first step for the children to appreciate
concerns and awareness of the importance of environments.
environmental education at every level of educating Knowing that environmental education for
people. children is pivotal, it is necessary then to take into
Environmental education must be generated consideration a learning approach appropriate with
since children in their early age through meaningful the characteristics of developing it as well as ways
and pleasing learning experiences. Tilbury, D. of learning for the children by facilitating them to
(1994) puts forward that “Such experience play a grow both their concerns and awareness towards
critical role in shaping lifelong attitudes, value, and environments. The approach to learning must be
patterns of behavior towards natural environment”. oriented on the development of childrens modes of
The importance of environmental education should learning exposed through hands-on experience in
be implemented in earlier age based on two main their daily activities carried out in convenient and
premises. The first premise, is that children must fun learning atmosphere.
develop a sense of respect and caring for the natural One of the learning approaches worth
environment during their first few years of life or be considering and promising in accommodating the
Copyright © 2017, the Authors. Published by Atlantis Press. 375
This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58
demands is the Research-Based Project Approach. include integrating environmental education in the
This project approach was proposed in the first place school curriculum. Environmental education
by John Dewey and Killpatrik in the USA in 1920. It addressed to children in their early age must be
assumed that the best time to start learning is when conducted through a concrete approach and has to be
children learn what they think would be their integrated the childrens daily life. Other than that,
interests (Katz and Chard, 2000). Research-based the learning process should be in such a way that
project approach can be a medium of learning for they find it fun through new findings good for them.
children to explore objects and things happening in This is in line with the guidelines of development
their daily life. Research-based project approach and implementation of environmental education for
offers an opportunity to children to collaboratively pre-school children as put forward by Wilson (1996)
solve environmental problems according to as follows: (a) Begin with simple experiences; (b)
childrens learning principles. Kogan (2003) coins Provide excellent positive experiences outdoor; (c)
that through a project approach, children are able to Focus on “experiencing” versus “teaching”. (d)
exercise their skills in solving real problems they Demonstrate a personal interest in and enjoyment of
encounter in their daily life which are among others the natural worlds. (e) Model caring and respect for
environmental problems. the natural environment.
Principally, early age children tend to develop
2 LITERATURE REVIEW emotional closeness with things they have familiar
with and giving them pleasure. Therefore, to make
2.1 Environmental Education them find it easy to develop their closeness with the
natural environment teacher must provide positive
2.1.1 Definition of Environmental Education experiences and delights of involving themselves in
outdoor activities. Through activities done in an
There are various definitions of environmental open space, children manage to interact directly with
education as stated by experts and institutions as plants, soil, water, air, energy, stone, animal, and
well. According to UNESCO, environmental various natural happening around them. Those
education is a learning process that increases things and the natural events are material of
peoples knowledge and awareness about the environmental education relevant to daily life.
environment and associated challenges, develops the
necessary skills and expertise to address the 2.1.2 The Goal of Environmental Education
challenges, and fosters attitudes, motivations, and
commitments to make informed decisions and take The environmental education, aiming, as committed
responsible action (UNESCO, Tbilisi Declaration, in the Tbilisi Declaration at the Intergovernmental
1978). Conference on Environmental Education taking
Referring to the above mentioned definition, it place in Tbilisi in 1974 and then put into
is clear that environmental education is a process amandements at the UNESCO meeting in the Asia-
which enables one to gain knowledge, skills, values, Pacific region, to the followings:
and experiences to eventually grasp some concern a. To foster awareness of, and concern about
on environments. Meanwhile, in the Early economic, social, political and economic
Childhood Environmental Education Program: interdependence at local, regional, national and
Guidelines for Excellence, it is mentioned that international/global levels.
environmental education in early childhood is a b. To provide every person with opportunities to
holistic concept that encompasses knowledge of the acquire the knowledge, values, attitudes,
natural world as well as emotions, dispositions, and commitment and skills needed to protect and
skills. According to Wilson (1994),”environmental improve the environment.
education in early childhood includes the c. To develop and reinforce new patterns of
development of a sense of wonder; appreciation for environmentally sensitive behavior among
the beauty and mystery of the natural world; individuals, groups and society as a whole for a
opportunities to experience the joy of closeness to sustainable environment.
nature; and respect for other creatures”. Environmental education must have an ability
Based on the aforementioned statements, early to devlop aspects of skills, and attitudes internalized
childhood teachers play a very strategic role to in daily life. In other words, environmental
facilitate children in developing their sensitiveness education must have the ability to develop life skills
on environments. Efforts made to make it happens of the children. Instances include the ability to
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58
separate organic trash from unorganic trash, being approach to learning. The project is an approach
used to take care of the plants, caring for pets and, implementable in the curriculum of education for
avoiding plants from damage. early years of children with emphasis on an
Environmental education for early childhood is integrated and children-oriented mode.The
geard to the development of attitude and behavior integrated learning is not prioritized on the
aspects of the children to understand the importance attainment of the aspect of certain development as
of environment for life, caring for and keeping language or social matter for instance, rather, it
environment leading to positive values integrated in accomodates all kinds of various aspects of
the childrens daily life. It has to encourage and development so that children have a whole pure of
provide room for them to take the opportunities to understanding on the topic they are going to learn.
gain basic knowledge, skills, and attitudes enabling As a children-oriented approach, it deals with an
them to grow caring, get committed, protect and adoption of development characteristics, way of
benefit from environment of life wisely, create new learning, superiority, needs, individual childrens
warm patterns of behavior, and have the ability to interest, and social-cultural contexts with where they
develop ethics towards environment. live.
To reach the goal, material as designed in the Katz and Chard (2000) mention that a project is
curriculum and environmental education approach a wide deep study or research or, an investigation on
used at educational institution for early childhood specific topic which can be conducted by children
must examine closely the principles and different individually, in a small group, or a big one. The
way of learning from older childrens way of process of conducting such study is accommodated
learning as stated in the Early Childhood with time alloted, interest, and capacities of the
Environmental Education Programs: Guidelines for children and the institution so that the children are
Excellence (2010) running like “Particularly for involved actively. Katz and Chard (2000) put
very young children, environmental education forward that incorporating the project into
should incorporate exploring woodlands, getting wet curriculum can enhance childrens intellectual
feet, climbing rocks, building with sticks, running on development by involving their thoughts through an
grass, running over rocks, following insects, observation and study on a topic of selected material
stompuing in puddles, and so forth”. Through the from the environment and their learning experience.
activities of a such, children develop direct According to Kogan (2003), through the
relationship with natural environment in that they in implementation of project approach, kindergarten
touch with soil, water, stone, grass. They have kids are able to use basic skills to solve real
courage of holding worms and ants, and collecting problems they frequently find in their daily life.
garbage. They also have chance to look closer The project approach for early childhood is
animal cyclus of life like butterflies, frogs, and more applicable for a small group in its
watching how plants grow. Learning that way, implementation as compared with an individual
children are exposed to see the values of natural mode or a big group. Part of the reason is that
environment and other creatures of Gods creation. through a small group activity, individual capability
They would eventually grow a sense of loving at as well as a small group approach is facilitated
every bit of creation by The Almighty Creator of optimally. Project approach for young children must
environments. Those children with great love to be children-centered, and children-teacher
environment would feel some juxtaposition with collaboration. This way, children learn about
nature and grasp an understanding on relationship specific topics in depth according to their interest,
between themselves and the nature leading to literate ability and, they would have freedom to choose and
and caring citizens to environment. do the activity naturally.
Criteria of working in project has their own key
2.2 Research-Based Project Approach point. Henry (1995) puts forward that criteria of
working in project as follows: (a) children choose
2.2.1 Definition topic of the project, (b) children search for source
material, (c) children present final result (usually as
The project approach is based on the great work of a report to be the object of evaluation), (d) children
John Dewey (1859-1952), an educationist and are given freedom to work, (e) activity is conducted
philosopher, who views that educataion is a in a widened period of time, and (f) teacher play the
reconstruction of experience. As it goes along, in its role of a consultant.
development, the project is applied in schools as an
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58
The topic of the project is taken from the place and problem solving to answer the
surrounding such as a topic on themselves, their questions asked. Efforts made to solve problem
family, schools, plants, cleanliness, animals, and are accomplished through direct experience. In
others. Project approach for early chilhood is this phase, children conduct an investigation
flexible in terms of the topic chosen, kinds of through observation, interview with resource
activity, and the time used can be made in line with person, and conducting simple experiment.
the instituions capacity and the environment where c. Culmination Phase
the children live. Culmination is the last phase or a closing
activity of the project. In this phase children in
2.2.2 The Purpose of Project Approach their small groups communicate knowledge and
skills they gain during the time of studying the
As an approach to learning, the project has several topic to each other, teacher, children of other
aims. Katz and Chard (2000) state that the general classes, and their parents.
purpose which is attainable through the project 2.3 Environmental Education through
approach for early-age children include the
followings: (a) gaining knowledge and skills, (b) Research-Based Project Approach
enhancing social competence, (c) developing
disposition or character, and (d) developing a sense Early ages prove to be precise for the purpose of
having to do with school experience. By way of planting and growing an awareness and values to
direct interaction with environment, children gain children in order that they appreciate and car for
concept, idea, fact, and the likes. Project approach environment. Flora, fauna, and their usefulness can
also makes it possible for the children to increase be introduced to children by asking them to learn
their social capability comprising atittude of through the open space of nature so that they are
working in group, skills of initiating, and developing more motivated to explore various objects and
positive relationship with others such as giving some happenings in their surroundings.
respect, helping each other, sharing, and caring for Research on project-based learning approach in
natural environment. environmental education involving 39 second year
university students pursuing bachelors degree at the
2.2.3 Procedures of Research-Based Project Classroom Teaching Department of Barti
Approach Universitys Faculty of Education conducted by
Genc (2015) results in a finding as follows:
Implementation of research-based project approach “....project-based learning had a a positive effect on
at educational institution for young children must students environmental attitudes...”. The students
take into consideration topics, kinds of activities, say with certainty that the use of project-based
levels of challenge, material and tools adequate with learning brings with it a beneficial approach,
development, groups of children at each stage of increasing creativity, encouraging students to
age, and time alotted as well. Project topics can refer conduct research, and providing a permanent way of
to the theme in the curriculum, or results of learning. The students believe that project-based
discussion between the children with their teachers. learning helps them identify environment problem in
Katz and Chard (2000) put forward that the project a more straightforward manner and, demands them
approach is conducted through three phases, namely to do assignment more actively in the process of
preparation phase, development phase, and solving the problem of the environment.
culmination phase. Findings resulted from research by Bartelmay
a. Preparation Phase et.al. (2008) on research-based project approach
Children choose project topic at this phase, show that project approach makes it possible for
sharing knowledge on matters of the topic, enhancing skills of solving problems on the topic of
asking questions about knowledge they want to North Carolina Folkive by grade 4 laboratory school
gain, designing kinds of activity to be conducted of Duke University. Ferns (1998) research on The
according to the questions asked, and collecting Research Process through the Project Approach
media and learning sources as needed. results in finding that project approach motivates
b. Development Phase kindergarten kids to increase the skill of solving
The development phase is a phase in which problems in a real situation through a study in depth
children have conducted previous activity on the topic of “Paper”.
designed before. In this phase, exploration takes
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