Toward Young Children as Active Researchers: A Critical Review of the Methodologies and Methods in Early Childhood Environmental Education

Abstract

This review critically examined the theories, methodologies, and methods that have been used in early childhood environmental education research over the past 10 years (2004–2014). Of the 36 studies identified, one-third were informed by research on children approaches, positioning children as objects of research. Trends revealed that EE researchers are moving toward research with children frameworks, embracing methods that honor children's perspectives. Yet a lack of congruency was also identified between participatory methodologies and the methods employed. Although researchers advocated for children's agency, adults were still positioned in the primary role of data collectors, analyzers, and interpreters. Findings are useful for EE scholars pursuing research with the very young, providing insight regarding ethical practices, child positioning, and participatory methods.

Keywords:

• children
• early childhood education for sustainability
• early childhood environmental education
• research methods

ACKNOWLEDGMENTS

I would like to express my sincere gratitude to Dr. Paul Hart for his time and insightful suggestions in the initial conceptualization and construction of this review. I would also like to thank the anonymous reviewers for their helpful comments in strengthening this review.

Notes

¹ECEE and ECEfS is referenced throughout this article in order to include scholars working from either or both frameworks. It is recognized that different places have different preferences regarding the use of terminology. For instance, education for sustainability is more commonly used in Australia and New Zealand, whereas environmental education is still widely used by scholars in the United States and in parts of Asia (see Davis & Elliot, 2014 for further clarification). The purpose of this article is not to enter the ongoing debate on which is the most useful framework; rather, the intention is to advance methodological thinking of what it means to engage young children as active researchers.