“Trees Have a Soul Too!” Developing Empathy and Environmental Values in Early Childhood
The International Journal of Early Childhood Environmental Education, 5(1), p. 68 International Journal of Early Childhood Environmental Education Copyright © North American Association for Environmental Education ISSN: 2331-0464 (online) “Trees have a soul too!” Developing Empathy and Environmental Values in Early Childhood Loukia S. Lithoxoidou 77th Kindergarten School of Thessaloniki, Greece Alexandros D. Georgopoulos Aristotle University of Thessaloniki, Greece Anastasia Th. Dimitriou Democritus University of Thrace, Alexandroupolis, Greece Sofia Ch. Xenitidou NOESIS Science Center and Technology Museum, Greece Submitted June 22, 2016; accepted April 17, 2017 ABSTRACT Coping with environmental crisis cannot but presuppose a change in the values adopted by modern man. Both ecocentric values associated with creating a caring relationship with nature, and the development of empathy, can become vehicles of transformation towards a society based on ecological principles. In connection with these issues, an Environmental Education program for preschoolers was designed and implemented in the classroom. The evaluation shows that preschool children can be interested in non-human beings, can feel the need to protect them, and ascribe them intrinsic value. Keywords: environmental values, empathy, preschool environmental education What accords Environmental Education its dynamic character - and marks its difference from environmental studies - is the dimension of critique, relating to the identity of the active citizen who - through studying and clarifying attitudes and values, rejects the prevailing standards, and who, by seeking alternative ways of being, modifies his actions accordingly, and consequently transforms society and the environment (Sterling, 1993). A special case of such a process involves the anthropocentrism - ecocentrism dichotomy and all the movements in between that have emerged over the last decades (Attfield, 2014).
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