Browsing by Author "Hämäläinen, Anniina"

The aim of this study is to analyze and interpret environmental education materials by envi-ronmental organisations for early childhood education. Despite the fact that by the early childhood curriculum from 2018 the sustainable development goals and environmental edu-cation are mentioned as a part of early childhood education there are no teacher’s books to support environmental education in early childhood education. There are, however, some en-vironmental learning materials compiled by environmental organisations intended for early childhood education. In this study I will assess the overall picture regarding environmental education provided by those materials. Theoretical background of this study is based on Palmer’s (1998) model for teaching and learning in environmental education (the so-called Palmer’s tree model) and knowledge about nature connectedness and children’s participation and agency. Research material in this study consists of environmental education publications produced by environmental organisations between the years 2008 and 2020. The material consists of 12 environmental education publications – with both written and illustrated content – from five different organisations. The material was analysed by using content analysis. The results of this study show that environmental education goals are achieved only partly. The goal for education about environment as in Palmer’s model (1998) seems to be included in the materials, but there seems to be a remarkable variation how the goals for education for environment and education in or from the environment are fulfilled. Children’s role as active agents for the environment was low. Materials do not produce any holistic picture about environmental education when contrasted with the research literature. The ecological dimension about nature connection seems to be emphasized in children’s nature connection. Nature connectedness does not exist as a whole in the environmental education materials. Children’s role seems to be limited to learning by playing and participating in some activities. Children’s agency to affect to the environment has a small role in those materials. Content analysis about illustrations used in the materials confirms the same situation about environmental education and there is room for development in educational materials. In order to achieve the goals of environmental education teachers have a big role in choosing the environmental education materials to support their teaching.