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Exploring the Horizons: The Influence of 'Children Learning the Language of Nature' Project on Fundamental Skill Development and Environmental Attitudes

Year 2025, Volume: 14 Issue: 2, 502 - 519, 30.04.2025

Ümit Ünsal Kaya , Nezahat Hamiden Karaca , İjlal Ocak , Münevver Can Yaşar , Nuray Kurtdede Fidan

Abstract

In the contemporary world, rapid technological advancements, increasing urbanization, and industrialization have exacerbated environmental issues. Addressing these challenges necessitates cultivating sensitive and conscious individuals. Within this scope, the "Children Learning the Language of Nature" project was implemented from October 5 to 9, 2020, targeting preschool children with limited exposure to nature education. Conducted in various natural settings in Afyonkarahisar, the project involved 20 children and featured 41 diverse activities spanning drama, art, music, mathematics, and Turkish. These activities aimed to familiarize children with the natural environment, enhance their environmental awareness, and support their cognitive development. To evaluate the children's fundamental skills and environmental attitudes, the Preschool Children’s Basic Skills Scale and the Children's Attitudes Towards the Environment Scale were employed. The findings demonstrate the significant role of nature education in early childhood, offering valuable insights for educators and policymakers. This study underscores the importance of fostering environmentally conscious and sensitive children while serving as a foundation for the development of future educational programs. Moreover, it highlights the critical role of nature education in supporting holistic child development.

Keywords

Nature environment fundamental skills early childhood education awareness

Ethical Statement

All of the researchers hereby declare that they obeyed and pursued all of the ethical conditions via the Afyon Kocatepe University Ethical Committee Approval Letter issued with 2019-100 on the date of 06.12.2019.

Supporting Institution

TÜBİTAK (Scientific and Technological Research Council of Türkiye)

Project Number

404

Thanks

The research team extends their sincere gratitude to all participants, educators, and stakeholders who contributed to the successful implementation of the Children Learning the Language of Nature initiative. Their active engagement and support were instrumental in achieving the aims of the project. This study is derived from the project titled Children Learning the Language of Nature, supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 4004 Nature Education and Science Schools Program. The project was realized in collaboration with the Afyonkarahisar Provincial Directorate of National Education between October 5th and 9th, 2020. We gratefully acknowledge TÜBİTAK for their valuable support, which made this research possible.

References

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Ufukları Keşfetmek: 'Çocuklar Doğanın Dilini Öğreniyor' Projesinin Temel Beceri Gelişimi ve Çevresel Tutumlara Etkisi

Year 2025, Volume: 14 Issue: 2, 502 - 519, 30.04.2025

Ümit Ünsal Kaya , Nezahat Hamiden Karaca , İjlal Ocak , Münevver Can Yaşar , Nuray Kurtdede Fidan

Abstract

Günümüz dünyasında, hızlı teknolojik gelişmeler, artan kentleşme ve sanayileşme, çevresel sorunların artışını beraberinde getirmiştir. Bu sorunlara karşı duyarlı ve bilinçli bireyler yetiştirmek, bu zorlukların üstesinden gelmekte kritik bir öneme sahiptir. Bu bağlamda, 5-9 Ekim 2020 tarihleri arasında, doğa eğitimine yabancı okul öncesi çocuklar için "Çocuklar Doğanın Dilini Öğreniyor" adlı bir proje yürütülmüştür. Proje, Afyonkarahisar'da çeşitli doğal alanlarda gerçekleştirilmiş olup, kapsamında 20 çocukla drama, sanat, müzik, matematik ve Türkçe gibi disiplinlerde 41 farklı etkinlik düzenlenmiştir. Bu etkinlikler, çocukların doğal dünyayı tanımalarını, çevreye yönelik farkındalıklarını artırmalarını ve düşünme becerilerini geliştirmelerini hedeflemiştir. Araştırma sürecinde, çocukların temel becerilerini ve çevre tutumlarını değerlendirmek için Okulöncesi Öğrencilerine Yönelik Temel Beceri Ölçeği ve Çocukların Çevreye Karşı Tutumları Ölçeği kullanılmıştır. Bu proje, erken çocukluk döneminde doğa eğitiminin etkilerini ortaya koymakta ve çocukların çevresel sorunlara karşı daha bilinçli ve duyarlı olmaları yönünde eğitimciler ve politika yapıcılar için önemli veriler sunmaktadır. Bu çalışma, gelecekte benzer eğitim programlarının geliştirilmesi için bir temel teşkil etmekte ve doğa eğitiminin çocukların gelişimindeki rolünü vurgulamaktadır.

Keywords

Çevre doğa temel beceri erken çocukluk eğitim farkındalık

Project Number

404

References

  • Änggård, E. (2010). Making use of "nature" in an outdoor preschool: Classroom, home and fairyland. Children, Youth and Environments, 1(20), 4-25. https://doi.org/10.1353/cye.2010.0032
  • Arabacı, N., & Gök, N. F. (2021). Art Education and Its Importance in Early Childhood. In Z. B. Kostova & K. K. Duisenbaevna (Eds.), Developments in Educational sciences (pp. 164-176). Sofia: St. Kliment Ohridski University Press.
  • Aydoğdu, B., & Karakuş, F. (2017). Okulöncesi Öğrencilerinin Temel Becerileri: Bir ölçek geliştirme çalışması. Kuramsal Eğitimbilim Dergisi, 10(1), 49-72. https://doi.org/10.5578/keg.10767
  • Ayvacı, H. Ş., Bülbül, S., & Bebek, G. (2021). Okul öncesi dönem çocuklarının çevre sorunları kavramına yönelik metaforik algıları ve görüşleri. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 117-132. https://doi.org/10.52826/mcbuefd.922632
  • Ballantyne, R., & Packer, J. (2006). Promoting learning for sustainability: Principals' perceptions of the role of outdoor and environmental education centers. Australian Journal of Environmental Education, 22, 1. https://doi.org/10.1017/S0814062600001622
  • Berberoğlu, H., & Uygun, S. (2013). Sınıf dışı eğitimin dünyadaki ve Türkiye’deki gelişiminin incelenmesi. Mersin Journal of the Faculty of Education, 9(2), 33-42.
  • Berk, L. E., & Meyers, A. B. (1996). Infants, children, and adolescents. Boston: Allyn and Bacon.
  • Bertram, T., & Pascal, C. (2002). Early Years Education: An International Perspective. London: Qualifications And Curriculum Authority.
  • Blatt, E., & Patrick, P. G. (2014). An exploration of pre-service teachers’ experiences in outdoor ‘places’ and intentions for teaching in the outdoors. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2014.918294
  • Budianto, I. I., & Thorsch, J. A. (2002). There go those kids in nature. Science and Children, 1(40), 36.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (18. Basım). Ankara: Pegem Akademi.
  • Chakravarthi, S. (2009). Preschool teachers’ beliefs and practices of outdoor plan and outdoor environments. (Unpublished dissertation), University of North Carolina, USA.
  • Chawla, L. (2006). Research methods to investigate significant life experiences: Review and recommendations Reprinted from Environmental Education Research (1998) 4(4), pp. 383– 397. Environmental Education Research, 12(3/4), 359-374. https://doi.org/10.1080/13504620600942840
  • Christie, E., & Higgins, P. (2012). The impact of outdoor learning experiences on attitudes to sustainability: A brief review of literature. (Field Studies Council Report; Vol. 06/2012). University of Edinburgh.
  • Civelek, P., & Özyılmaz Akamca, G. (2017). Açık Alan Etkinliklerinin Okul Öncesi Dönemdeki Çocukların Bilimsel Süreç Becerilerine Ait Kazanımlarının Gelişimine Etkisi. Electronic Turkish Studies, 12(18), 173-194.
  • Çukur, D., & Özgüner, H. (2008). Role of playground design to encourage nature awareness among children in urban areas. Süleyman Demirel Üniversitesi Orman Fakültesi Dergisi, 2(Seri A), 177-187. Education Scotland. (2011). Outdoor Learning practical guidance, ideas and support for teachers and practitioners in Scotland. http://www.educationscotland.gov.uk/resources/o/outdoorlearningpracticalguidanceideasandsupportforteachersandpractitionersinscotland.asp
  • Erentay, N., & Erdogan, M. (2017). Nature education in 22 steps: A model proposal. In M. Costa, B. Dorrío, & P. Michaelides (Eds.), Selected Papers on Hands-on Science II (pp. 244-251). Vila Verde, Portugal: Hands-on Science Network.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598. https://doi.org/10.1080/13504622.2011.565119
  • Flowers, A. A., Carrollb, J. P., Green, G. T., & Larson, L. R. (2015). Using art to assess environmental education outcomes. Environmental Education Research, 21(6), 846-864.
  • Gerrish, M.K. (2014). An examination of teachers' lived experiences while working at nature-based preschool programs. (Unpublished doctoral dissertation). Walden University, USA.
  • Gülay, H., & Öznacar, M. D. (2010). Okul Öncesi Dönem Çocukları için Çevre Eğitimi Etkinlikleri. Ankara: Pegem Akademi.
  • Güzelyurt, T., & Özkan, Ö. (2018). Okul Öncesi Öğretmenlerinin Okul Öncesi Dönemde Çevre Eğitimine İlişkin Görüşleri: Durum Çalışması. Turkish Studies, 13(3), 651-668. https://doi.org/10.7827/TurkishStudies.13425
  • Gulay, H., & Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından analizi. Türk Fen Eğitimi Dergisi, 7(1), 74-84.
  • Güler, T. (2009). Ekoloji temelli bir çevre eğitiminin öğretmenlerin çevre eğitimine karşı görüşlerine etkisi. Eğitim ve Bilim, 34(151), 30-43.
  • Güner, Z. (2013). Environmental education in early childhood teacher training programs: Perceptions and beliefs of pre-service teachers. (Unpublished master's thesis). Middle East Technical University, Ankara.
  • Haktanır, G. (2014). Okul Öncesi Eğitime Giriş (8th ed.). Ankara: Anı. Hart, R. (1979). Children's Experience of Place. New York: Irvington Publishers Inc.
  • Harun, M. T., & Salamuddin, N. (2010). Cultivating personality development through outdoor education programme: The Malaysia experience. Procedia-Social and Behavioral Sciences, 9, 228-234. https://doi.org/10.1016/j.sbspro.2010.12.141
  • Head, G. (2020). Ethics in educational research: Review boards, ethical issues and researcher development. European Educational Research Journal, 19(1), 72-83.
  • Kahriman-Öztürk, D. (2010). Preschool children’s attitudes towards selected environmental issues. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Kanad, H. F. (1948). Pedagoji tarihi. İstanbul: Milli Eğitim Basımevi.
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Details

Primary Language English
Subjects Out-of-School Learning, Development of Environmental Education and Programs, Child Development Education
Journal Section Articles
Authors

Ümit Ünsal Kaya 0000-0001-7662-8089

Nezahat Hamiden Karaca 0000-0002-7424-7669

İjlal Ocak 0000-0001-6976-5747

Münevver Can Yaşar 0000-0003-1987-8393

Nuray Kurtdede Fidan 0000-0002-2056-1994

Project Number 404
Early Pub Date April 30, 2025
Publication Date April 30, 2025
Submission Date November 22, 2024
Acceptance Date January 24, 2025
Published in Issue Year 2025 Volume: 14 Issue: 2

Cite

APA Kaya, Ü. Ü., Karaca, N. H., Ocak, İ., Can Yaşar, M., et al. (2025). Exploring the Horizons: The Influence of ’Children Learning the Language of Nature’ Project on Fundamental Skill Development and Environmental Attitudes. Bartın University Journal of Faculty of Education, 14(2), 502-519.
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Bartın University Journal of Faculty of Education