The transformative potential of nature-based activities: A pilot study of early childhood education (ECE) in Karachi, Pakistan.
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| Title: | The transformative potential of nature-based activities: A pilot study of early childhood education (ECE) in Karachi, Pakistan. |
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| Authors: | Jabeen, Tahira (AUTHOR), Parveen, Fozia (AUTHOR), Shakeel, Nasima (AUTHOR) |
| Source: | Journal of Environmental Education. 2025, Vol. 56 Issue 4, p327-341. 15p. |
| Subjects: | Early childhood education, Foster children, Environmental education, Teacher role, Communicative competence |
| Abstract: | This study explores the impact of integrating nature-based activities into early childhood education (ECE) in a low-income suburban area of Karachi, Pakistan. Despite the importance of outdoor learning and environmental engagement in early childhood, nature pedagogy remains underutilized in Pakistan's ECE programs. Using Kurt Lewin's action research model, the study involved 31 children aged 4–6 and incorporated two cycles of nature-based interventions, such as sit-spot journaling and biodiversity walks. The findings showed improvements in children's engagement, observational skills, critical thinking, and communication abilities. The research highlights the transformative potential of nature-based learning in enhancing socio-emotional development and empathy for the environment. The study underscores the critical role of teachers in facilitating outdoor learning and calls for innovation in ECE programs to introduce environmental education. Recommendations include providing teacher training, creating natural play areas, and advocating for flexible policies that prioritize outdoor learning to foster children's holistic development. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study explores the impact of integrating nature-based activities into early childhood education (ECE) in a low-income suburban area of Karachi, Pakistan. Despite the importance of outdoor learning and environmental engagement in early childhood, nature pedagogy remains underutilized in Pakistan's ECE programs. Using Kurt Lewin's action research model, the study involved 31 children aged 4–6 and incorporated two cycles of nature-based interventions, such as sit-spot journaling and biodiversity walks. The findings showed improvements in children's engagement, observational skills, critical thinking, and communication abilities. The research highlights the transformative potential of nature-based learning in enhancing socio-emotional development and empathy for the environment. The study underscores the critical role of teachers in facilitating outdoor learning and calls for innovation in ECE programs to introduce environmental education. Recommendations include providing teacher training, creating natural play areas, and advocating for flexible policies that prioritize outdoor learning to foster children's holistic development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00958964 |
| DOI: | 10.1080/00958964.2025.2480112 |
