An environmental education learning model for early childhood: Achieving sustainable development

Mukhlis, Akhmad ORCID: https://orcid.org/0000-0002-8901-5481, Elvira, Melly ORCID: https://orcid.org/0000-0001-6047-5348 and Santoso, Sandy Tegariyani Putri ORCID: https://orcid.org/0000-0002-0523-1727 (2024) An environmental education learning model for early childhood: Achieving sustainable development. Al-Athfal Jurnal Pendidikan Anak, 10 (1). pp. 19-35. ISSN 2477-4189

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Abstract

Purpose – Educational institutions play a crucial role in addressing environmental problems through Education for Sustainable Development (ESD) for early childhood. This research aims to identify effective methods for implementing sustainable education goals in environmental learning for young children by developing an environmental learning model.

Design/methods/approach – This research and development study utilized Borg & Gall's development model, simplified for efficiency in terms of energy, time, and cost. The study focused on the validation stage, with testing and dissemination planned for subsequent research. The product was designed based on an initial needs analysis. Currently, environmental learning is limited to cognitive abilities only, lacking additional skills or habits imparted to the children. The product was validated through a Forum Discussion Group with Jakarta Bisa School and Gaharu Nature School in Bandung.

Findings – Validation results indicate that environmental education can begin with character development in children. Jakarta Bisa School can implement the Green Attitude, which embodies values such as Life, Love, Responsibility, the Universe, and Sustainability. Additionally, learning should involve more direct experiences, allowing children to observe the natural life cycle, environmental care, and the sustainability of natural resources.

Research implications/limitations – This research requires an extended period for designing and implementing the environmental learning model. By involving multiple stakeholders, it has the potential to change teachers' and parents' perceptions in educating early childhood.

Practical implications – Environmental learning is essential for fostering future change. Children will grow with a strong understanding of the importance of love and care for the universe and a sense of responsibility for life within it. This approach helps cultivate environmentally conscious individuals who are equipped to address global challenges and contribute to a sustainable future.

Originality/value – This research contributes to the field of education by promoting a better future through learning aligned with ESD goals. It provides innovative teaching methods and materials that foster environmental awareness and sustainability from an early age.

Item Type:	Journal Article
Keywords:	Environmental learning; Early childhood education; Sustainable development education
Subjects:	13 EDUCATION > 1301 Education Systems > 130102 Early Childhood Education 13 EDUCATION > 1301 Education Systems
Divisions:	Faculty of Tarbiyah and Teaching Training > Department of Islamic Early Childhood Education
Depositing User:	Akhmad Mukhlis
Date Deposited:	13 Aug 2024 14:01

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