Environmental learning across generations: spontaneous encounters and interactions between young children, mothers and teachers

ABSTRACT

While research demonstrates that family and school dynamics play a role in shaping children’s behaviour, little is known about the actual and potential bi-directional influences young children have on their teachers’ and mothers’ environmental learning. This study begins to fill this gap in early childhood education for sustainability (ECEfS) research by recognising young children as agents of intergenerational learning for sustainability. It explores the ways in which young children (aged 4–7 years), in Malta, influence the way mothers and teachers learn about the environment and environmental issues. Socio-cultural and ecological theoretical perspectives framed this research. Designed within an interpretive methodology, this qualitative multiple case study generated data through classroom observations, semi-structured interviews with children, mothers and teachers, and document analysis, thus enabling the triangulation of data. Findings revealed instances of intergenerational environmental learning between children and adults (teachers and mothers), and vice versa. The implications of these findings in relation to ECEfS are explored. New approaches to support intergenerational environmental learning at familial, school and societal levels, starting in early childhood, are discussed. Lastly, areas for further research are identified.

KEYWORDS:

• Intergenerational learning
• early childhood education
• young children
• teachers
• mothers

Disclosure statement

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

Notes

1 Early childhood education and care (ECEC) covers the education of children from birth till age seven.