Exploring children’s participation in the framework of early childhood environmental education

ABSTRACT

The paper explores the participation experiences that a nursery school gained through its involvement in an environmental education program that focused on the transformation of the school ground. The research took place in a nursery school in Greece, in which 15 preschool children aged 4 years old and their teacher were engaged in participatory action research. The research emphasizes the rights and abilities of young children as equal participants, solution seekers, problem solvers and initiators of action on authentic issues of their everyday environment. The research was based on a combination of action research and participatory planning methods. The findings of the research highlight the ability of young children to express their ideas and practice critical thinking, problem-solving and collaboration skills. When the teachers decided to withdraw their authority, the whole nursery school practiced democratic dialogue and action skills. New participation experiences took place for both children and adults.

KEYWORDS:

• Environmental education
• early childhood
• participation
• action research
• children-adults relationships
• empowerment

Acknowledgements

The authors are grateful to the children, the teachers and the headmistress of the nursery school in Volos for their participation in the research.

Disclosure statement

No potential conflict of interest was reported by the author(s).