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A framework for supporting the development of botanical literacies in early childhood education
Journal article   Peer reviewed

A framework for supporting the development of botanical literacies in early childhood education

K. Beasley, L. Lee-Hammond and S. Hesterman
International Journal of Early Childhood
2021
DOI: https://doi.org/10.1007/s13158-021-00291-x
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Abstract

Although young children in Early childhood education (ECE) in Australia are often involved in learning in outdoor natural environments, research on their knowledge and attitudes towards plants is limited. Botanical literacies in young children involve developing knowledge and curiosity about plants, formulating questions about plants, and critically and ethically thinking about plants and their environments. This study explored young children’s knowledge and attitudes of the flora in the native bushlands on their school grounds. A total of 41 children, aged five to eight from two schools in Western Australia were involved in the research over one school year. Fortnightly visits to the school bushlands with the lead researcher involved bush walks, informal and formal conversations about plants, children creating drawings, maps and taking photographs, as well as visits from local Indigenous people to share Indigenous knowledge of the plants. The data were analysed using content analysis and a revised version of (Uno, American Journal of Botany 96:1753–1759, 2009) levels of botanical literacies. The results of this research led to the development of a framework for developing botanical literacies in ECE.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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