University research explores how student teachers conceptualize the environment, highlighting a potential gap in early childhood education.
A recent study by Finnish researchers delves into the mental images student teachers hold regarding the concept of “environment.” The research, which involved analyzing drawings and written reflections from 106 participants, sheds light on how future educators might be approaching this crucial aspect of early childhood education.
Focus on Nature, Absence of Humanity
The study employed a qualitative content analysis approach, utilizing geographical concepts to examine the elements depicted in the student teachers’ drawings. The analysis focused on the representation of the natural environment, the built environment (human-made structures), public spaces, and private spaces.
The findings revealed a significant trend: over half (more than 50%) of the drawings lacked any elements of the built environment. This suggests that student teachers primarily associated the environment with nature, rather than a broader concept encompassing human interaction with the surroundings.
“Nature” vs. “Environment”: A Nuance in Perception
The study highlights a crucial distinction between “nature” and “environment” in everyday language. While often used interchangeably, “environment” encompasses not only natural landscapes but also the built environment, public spaces, and private spaces – all shaped by human interaction.
Idealized Nature, Lack of Human Connection
Another noteworthy finding relates to the depiction of the natural environment itself. The study revealed a tendency for student teachers to portray nature in an idealized state, devoid of environmental problems. Additionally, more than 80% of the drawings lacked any representation of people.
Limited Interaction Between Humans and Environment
The combined absence of the built environment and human figures suggests a potential gap in student teachers’ understanding of the interconnectedness between humans and their surroundings. The environment is not solely a natural space; it is constantly influenced and shaped by human activity.
Broadening the Perspective: Importance of a Holistic View
The study emphasizes the importance of expanding student teachers’ understanding of the environment. By fostering a more holistic perspective that includes both the natural world and the built environment, future educators can create richer learning experiences for young children.
These experiences can encompass exploring the ways humans interact with and impact their surroundings, fostering a sense of environmental responsibility from a young age. By integrating both nature and the built environment into early childhood education, teachers can equip children with the knowledge and tools needed to become responsible stewards of the planet.
The study’s findings highlight the need for teacher education programs to address potential limitations in student teachers’ understanding of the environment. By fostering a more comprehensive perspective, educators can better prepare future generations to navigate the complex relationship between humans and their surroundings.
Note: Original authors are welcome to make correction.