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Environmental Education on Sustainable Principles in Kindergartens—A Foundation or an Option?

Author

Listed:
  • Miroslav Poje

    (Department of Ornamental Plants, Landscape Architecture and Garden Art, Faculty of Agriculture, University of Zagreb, Svetošimunska cesta 25, 10000 Zagreb, Croatia)

  • Iva Marinić

    (Independent Researcher, 10000 Zagreb, Croatia)

  • Aleksandar Stanisavljević

    (Faculty of Agrobiotechnical Sciences Osijek, University of Josip Juraj Strossmayer of Osijek, 31000 Osijek, Croatia)

  • Iva Rechner Dika

    (Department of Ornamental Plants, Landscape Architecture and Garden Art, Faculty of Agriculture, University of Zagreb, Svetošimunska cesta 25, 10000 Zagreb, Croatia)

Abstract

Preschool education plays an important role because it lays the foundation for a child’s cognitive, social, and emotional development and shapes responsible and informed individuals. Early childhood education teaches values such as sustainability, environmental protection, and social responsibility. By integrating sustainability into preschool education, we are cultivating an environmentally conscious generation that will contribute to a more sustainable and resilient future. The aim of this study was to determine if there are differences in attitudes and knowledge about various aspects of sustainability (such as gardening, plants, food and proper nutrition, and waste recycling) among children attending two different kindergarten educational programs (ecological and language programs). The study was conducted using the F2F-PAPI survey method and included 58 children aged 4 to 6 years. The results showed that children from the ecological program had greater knowledge of sustainability topics than children whose program focused on early foreign language learning (t (44) = 12.542, p = 0.000). Taking into account the desirable diversity of different educational programs in kindergartens, the results suggest that it is necessary to include environmental education to a greater extent as a foundation in the curricula of mandatory regular programs if we are to achieve some of the key sustainable development goals.

Suggested Citation

  • Miroslav Poje & Iva Marinić & Aleksandar Stanisavljević & Iva Rechner Dika, 2024. "Environmental Education on Sustainable Principles in Kindergartens—A Foundation or an Option?," Sustainability, MDPI, vol. 16(7), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:7:p:2707-:d:1363686
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Joana Cadima & Gil Nata & Sílvia Barros & Vera Coelho & Clara Barata, 2020. "Literature review on early childhood education and care for children under the age of 3," OECD Education Working Papers 243, OECD Publishing.
    3. Kaitlyn M. Eck & Colleen L. Delaney & Rashel L. Clark & Miriam P. Leary & Karla Pagan Shelnutt & Melissa D. Olfert & Carol Byrd-Bredbenner, 2019. "The “Motor of the Day”: Parent and School-Age Children’s Cognitions, Barriers, and Supports for Breakfast," IJERPH, MDPI, vol. 16(18), pages 1-15, September.
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    1. Petra Lindemann-Matthies & Frauke Lutz & Martin Remmele, 2025. "Embodied Learning—The Contribution of a Motion-Based Game to Kindergarten Children’s Knowledge of Local Tree Species," Sustainability, MDPI, vol. 17(16), pages 1-19, August.

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