Browsing by Author "Sahlberg, Ilse"

The study is about to understand preschool children’s conception of nature: how do they perceive nature and what meanings they give to it. Equally important is to find out what kind of ecological emotions children feel in or towards nature. Children’s ecological emotions are part of the human-nature relationship but there isn’t much research done yet. The objective of this study is to describe nature through preschooler’s eyes and clarify what kind of human-nature relationship children of today have. From the perspective of early childhood education, it’s important to understand preschooler’s human-nature relationship, including the emotions, so children could be better supported in adapting to the future eco-crisis. The data consist of interviews of four (4) preschoolers from Pirkanmaa and Uusimaa. The children were interviewed one by one as theme-interviews. The data from the interviews was analysed using the theming method of the qualitative content analysis. Children defined nature holistically through their cognitive understanding, senses, experiences and emotions. In cognitive understanding, the definition of nature was emphasized mainly through knowledge and concrete things, making nature appear especially as a forest and trees. Defined by sensory experience, nature appeared to be a peaceful place. Nature also appeared to the children as an experiential place where you can do things you like, such as play, be at peace and admire nature. Children defined nature largely through their personal experiences, which is why the ways they perceive nature differ. The children had emotional and empathetic attitude towards nature, which makes it possible to assess that the children experience a strong connection with nature. The children experienced sadness and compassion for nature, which shows their concern for the well-being of nature. It is therefore important to consider critically whether current early and pre-school plans are sufficient to support the children in the ecological emotions they experience. One option is to bring ecosocial education into the core of early childhood education. In ecosocial education, children are supported to face the future through compassionate interaction, as well as open expression of feelings and thoughts.