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Ecological literacy – preparing children for the twenty-first century

2016; Taylor & Francis; Volume: 187; Issue: 2 Linguagem: Inglês

10.1080/03004430.2016.1226353

1476-8275

Ana Célia de Brito Miranda, Zélia Maria Soares Jófili, Ana Maria dos Anjos Carneiro-Leão,

Diverse Educational Innovations Studies

How is it possible to form concepts in early childhood education? This question was the starting point of this study using recreational activities as a tool to support ecological literacy. The research was conducted with children aged 4–5 years in a Brazilian school. Initially, the meanings children attributed to the concept of a 'food web' were identified during a teaching sequence including dramatization, games, drawings and interviews. The results show that although the understanding of the scientific concept of a food web did not exceed the complex phase of thought established by Vygotsky [(1986). Thought and language. London: The MIT Press], we observed a development relating to the children's ecological literacy, supporting the research of Capra [(2006a). A teia da vida: uma nova compreensão científica dos sistemas vivos. São Paulo: Cultrix; Capra, F. (2006b). Alfabetização Ecológica – a educação das crianças para um mundo sustentável. São Paulo: Cultrix]. The group of young children developed the perception of belonging to the web, raising awareness of the importance of animal care to preserve life.