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Environmental Education Through Research-Based Project Approach for Early Childhood Education

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Environmental Education Through Research-Based Project Approach for Early Childhood Education Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58 3rd International Conference on Early Childhood Education (ICECE-16) Environmental Education through Research-Based Project Approach for Early Childhood Education Ocih Setiasih, Heny Djoehaeni, Asep Deni Gustiana, Leli Kurniawati Early Childhood Teacher Training Program, Faculty of Education – Universitas Pendidikan Indonesia Corresponding e-mail: [email protected] Abstract Environmental problems are frequently caused by a lack of caring and awareness on human’s part. Education has made efforts to play an important role to generate people’s awareness and caring towards betterments of environments. Environmental education has to be initiated to set on children in their early age through appropriate approach with developmental characteristics and the principles of learning for children. Various approaches and strategies are the teachers to choose to facilitate the learning to gain environmental awareness on the children’s part. Research-based project approach is one of the appropriate approaches to implement environmental education. The aim of the present article writing is to discuss environmental education through research-based project approach. The discussion is focused on environmental education concepts and research-based project approach set for early childhood education. Keywords: environmental education, early childhood, research-based project approach 1 INTRODUCTION at risk for never developing such attitudes. The second premise is that positive interactions with the Problems having to do with environments demand natural environment is an important part of healthy closer examination from various sectors including child development (Wilson, 1996). This means that education ties. Bezzina (2006) emphasizes that environmental education grown since children are in environmental crises prove to be national concerns their early age is expected to bring with it a potential and natural issues as well. Accordingly, steps to be to develop the children’s positive attitudes towards taken are necessary in that educational sectors have environment. Sutrisno et.al. (2005) say that every reason to overcome problems arise. introducing the surroundings to children through Decreasing natural resources and the environmental education on environments at their early age serves problems trigger one of the thoughts leading to as the first step for the children to appreciate concerns and awareness of the importance of environments. environmental education at every level of educating Knowing that environmental education for people. children is pivotal, it is necessary then to take into Environmental education must be generated consideration a learning approach appropriate with since children in their early age through meaningful the characteristics of developing it as well as ways and pleasing learning experiences. Tilbury, D. of learning for the children by facilitating them to (1994) puts forward that “Such experience play a grow both their concerns and awareness towards critical role in shaping lifelong attitudes, value, and environments. The approach to learning must be patterns of behavior towards natural environment”. oriented on the development of children’s modes of The importance of environmental education should learning exposed through hands-on experience in be implemented in earlier age based on two main their daily activities carried out in convenient and premises. The first premise, is that children must fun learning atmosphere. develop a sense of respect and caring for the natural One of the learning approaches worth environment during their first few years of life or be considering and promising in accommodating the Copyright © 2017, the Authors. Published by Atlantis Press. 375 This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58 demands is the Research-Based Project Approach. include integrating environmental education in the This project approach was proposed in the first place school curriculum. Environmental education by John Dewey and Killpatrik in the USA in 1920. It addressed to children in their early age must be assumed that the best time to start learning is when conducted through a concrete approach and has to be children learn what they think would be their integrated the children’s daily life. Other than that, interests (Katz and Chard, 2000). Research-based the learning process should be in such a way that project approach can be a medium of learning for they find it fun through new findings good for them. children to explore objects and things happening in This is in line with the guidelines of development their daily life. Research-based project approach and implementation of environmental education for offers an opportunity to children to collaboratively pre-school children as put forward by Wilson (1996) solve environmental problems according to as follows: (a) Begin with simple experiences; (b) children’s learning principles. Kogan (2003) coins Provide excellent positive experiences outdoor; (c) that through a project approach, children are able to Focus on “experiencing” versus “teaching”. (d) exercise their skills in solving real problems they Demonstrate a personal interest in and enjoyment of encounter in their daily life which are among others the natural worlds. (e) Model caring and respect for environmental problems. the natural environment. Principally, early age children tend to develop 2 LITERATURE REVIEW emotional closeness with things they have familiar with and giving them pleasure. Therefore, to make 2.1 Environmental Education them find it easy to develop their closeness with the natural environment teacher must provide positive 2.1.1 Definition of Environmental Education experiences and delights of involving themselves in outdoor activities. Through activities done in an There are various definitions of environmental open space, children manage to interact directly with education as stated by experts and institutions as plants, soil, water, air, energy, stone, animal, and well. According to UNESCO, environmental various natural happening around them. Those education is a learning process that increases things and the natural events are material of people’s knowledge and awareness about the environmental education relevant to daily life. environment and associated challenges, develops the necessary skills and expertise to address the 2.1.2 The Goal of Environmental Education challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take The environmental education, aiming, as committed responsible action (UNESCO, Tbilisi Declaration, in the Tbilisi Declaration at the Intergovernmental 1978). Conference on Environmental Education taking Referring to the above mentioned definition, it place in Tbilisi in 1974 and then put into is clear that environmental education is a process amandements at the UNESCO meeting in the Asia- which enables one to gain knowledge, skills, values, Pacific region, to the followings: and experiences to eventually grasp some concern a. To foster awareness of, and concern about on environments. Meanwhile, in the Early economic, social, political and economic Childhood Environmental Education Program: interdependence at local, regional, national and Guidelines for Excellence, it is mentioned that international/global levels. environmental education in early childhood is a b. To provide every person with opportunities to holistic concept that encompasses knowledge of the acquire the knowledge, values, attitudes, natural world as well as emotions, dispositions, and commitment and skills needed to protect and skills. According to Wilson (1994),”environmental improve the environment. education in early childhood includes the c. To develop and reinforce new patterns of development of a sense of wonder; appreciation for environmentally sensitive behavior among the beauty and mystery of the natural world; individuals, groups and society as a whole for a opportunities to experience the joy of closeness to sustainable environment. nature; and respect for other creatures”. Environmental education must have an ability Based on the aforementioned statements, early to devlop aspects of skills, and attitudes internalized childhood teachers play a very strategic role to in daily life. In other words, environmental facilitate children in developing their sensitiveness education must have the ability to develop life skills on environments. Efforts made to make it happens of the children. Instances include the ability to 376 Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58 separate organic trash from unorganic trash, being approach to learning. The project is an approach used to take care of the plants, caring for pets and, implementable in the curriculum of education for avoiding plants from damage. early years of children with emphasis on an Environmental education for early childhood is integrated and children-oriented mode.The geard to the development of attitude and behavior integrated learning is not prioritized on the aspects of the children to understand the importance attainment of the aspect of certain development as of environment for life, caring for and keeping language or social matter for instance, rather, it environment leading to positive values integrated in accomodates all kinds of
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