A Challenge Reconsidered: Play-Based Learning in Early Childhood Environmental Education

Abstract

In this chapter, the authors discuss the two principles that emerged from this research project, and that can be applied for play-based learning in early childhood environmental education. These principles are (1) Valuing different play-types according to their pedagogical potential for engaging with aspects of environmental education; and (2) Creating combinations of play-types that support engagement with different aspects of environmental education. These two principles go beyond the traditional thinking of learning ‘naturally’ through play. This is because the principles allow educators to identify pedagogical value associated with a play type and to combine this with other play types to achieve environmental learning goals with children. Simply providing children with access to open-ended play in an outdoor setting is insufficient to support environmental learning. Environmental learning in the early years needs to provide children with opportunities for acquiring content knowledge that allow them to build understandings about their world and develop biophilic dispositions toward nature. This is a necessary basis for engaging children in discussion about the need for sustainability and sustainable actions in their own lives and communities.