Analysis of Theoretical Foundations on Environmental Awareness in Early Childhood Education: A Systematic Review

Introduction: the growing global environmental crisis has increased the need to foster ecological awareness from the earliest stages of human development. In this context, environmental education in early childhood emerges as a fundamental strategy for planting long-term sustainable values and attitudes. Objective: this study aims to analyze, through a systematic review, the main academic research related to environmental education aimed at young children, identifying approaches, pedagogical strategies, and factors that promote ecological awareness in early childhood. Method: a systematic review was conducted of 68 scientific articles published between 2019 and 2025, selected from international academic databases. The studies were analyzed using thematic coding, considering variables such as the age of participants, type of educational intervention, the role of the family, teaching methodologies, and reported outcomes. Results: the active role of the family as an environmental education agent; the value of direct contact with nature; the use of innovative pedagogical resources such as storytelling, games, technology, and art; the cross-curricular integration of environmental education; and the emotional, cultural, and social factors that influence children's relationship with the environment. Furthermore, a significant improvement in pro-environmental attitudes is observed when experiences are meaningful, contextualized, and collective. Conclusion: environmental education in early childhood is essential for shaping citizens committed to protecting the planet. Its effectiveness depends on a holistic integration between school, family, natural surroundings, and community. It is recommended to promote public policies that strengthen these bonds and invest in teacher training to ensure sustainability education from the early years of life.