Purpose
The study investigates how Swedish kindergarten teachers perceive their role in strengthening children’s connection to nature (C2N) through science teaching, as they should do according to the curriculum. The researchers investigate how kindergarten teachers integrate C2N into teaching and look at the possible relationship between early science learning and connection to nature. The research questions are: 1. How do kindergarten teachers perceive their role in strengthening children’s connection to nature? 2. How can science education be used to strengthen children’s connection to nature?
Result
The study shows that Swedish kindergarten teachers view connection to nature as a natural part of their educational work. The kindergarten teachers emphasise strengthening children’s curiosity, empathy and respect for nature through collaboration and exploration. They place great emphasis on outdoor learning and give children the opportunity to explore nature on their own. Science teaching is used as a tool to strengthen children’s interest in nature, and kindergarten teachers balance planned activities with spontaneous play in nature. This helps to promote sustainable habits and environmental awareness in the children.
Design
Data were collected through group interviews and follow-up discussions. The kindergarten teachers participated in a workshop on connection to nature (C2N) and later discussed the topic in small digital groups, using questionnaires as a starting point. Discussions were structured around the questions ‘What?’, ‘How?’ and ‘Where?’ related to the teaching of science and the strengthening of C2N. Initial discussions were transcribed and analysed, and participants reflected on their teaching experiences and the children’s reactions to nature.
References
Beery, T., & Fridberg, M. (2022). Swedish Early Childhood Educators’ Views on Teaching to Promote Connectedness to Nature. International Journal of Early Childhood Environmental Education, 9(3), 21–38.