Comparing Environmental Literacy in Stem and Non-Stem Preschools: Evaluating the Impact on Young Children's Understanding and Attitudes

Abstract

The importance of environmental literacy in early childhood education lies in its inclusion of the requisite knowledge, skills and attitudes for understanding the environment and making well-informed decisions. In preschool settings, promoting environmental literacy helps children develop foundational knowledge about natural systems, cultivates curiosity and encourages responsible environmental behaviour. This study investigates the incorporation of environmental literacy in preschools in Bloemfontein, South Africa, differentiating between STEM-focused and non-STEM settings. It also assesses the influence of this integration on the understanding and attitudes of young children towards the environment. Qualitative data was collected through semi-structured interviews and classroom observations, including pilot research to enhance the approach and triangulation to guarantee the accuracy of the data. The findings indicates that children attending preschools with a STEM concentration demonstrate higher levels of environmental literacy compared to their counterparts in non-STEM environments. This research highlights the need of including environmental education into all academic programs, employing hands-on, inquiry-based methods and ensuring equal opportunities for environmental learning for everyone. Optimising environmental education, namely by integrating STEM subjects, is of significance for preparing children to properly address future environmental issues.