Research Article
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Year 2022, , 78 - 89, 30.06.2022
https://doi.org/10.55020/iojpe.1053403

Abstract

References

  • Ärlemalm-Hagsér, E. (2013). Participation as ‘Taking Part In’: education for sustainability in Swedish preschools. Global Studies of Childhood, 4(2), 101-114.
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 100353.
  • Aydın, F., & Çepni, O. (2012). Investigation of primary education second grade students’ attitudes towards environment in terms of various variables (Karabük city case). Journal of Dicle University Ziya Gökalp Educational Faculty, 18, 189-207. (in Turkish)
  • Benzer, E., & Şahin, F. (2013). The effect of project-based learning approach on undergraduate students' environmental problem solving skills. Ilkogretim Online, 12(2), 383-400.
  • Bolanos, J. E., Reeve, K. F., Reeve, S. A., Sidener, T. M., Jennings, A. M., & Ostrosky, B. D. (2020). Using stimulus equivalence-based instruction to teach young children to sort recycling, trash, and compost items. Behavior and Social Issues, 29, 78-99.
  • Borg, F., Winberg, T. M., & Vinterek, M. (2017). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391.
  • Bozyiğit, S., & Madran, C. (2018). Çocukların çevre bilinçli tüketici olarak sosyalleşmesinde annelerin çocuk yetiştirme tutumlarının rolü [The role of child rearing attitudes of maternal on the socialization as an environment conscious consumer of children]. MANAS Journal of Social Studies, 7(2), 173-196. (in Turkish)
  • Bronfenbrenner, U. (1986). Recent advancesin research on the ecology of human develop ment. In R. Silbereisen, K. Eyferth, & G. Rudinger (Eds.), Development as action in context: Problem solving behavior and normal youth development (pp. 287-308). New York: Springer.
  • Buil, P., Roger-Loppacher, O., & Tintoré, M. (2019). Creating the habit of recycling in early childhood: a sustainable practice in Spain. Sustainability, 11(22), 6393.
  • Bülbül, H., Büyükkeklik, A., Topal, A., & Özoğlu, B. (2020). The relationship between environmental awareness, environmental behaviors, and carbon footprint in Turkish households. Environmental Science and Pollution Research, 27(20), 25009-25028. DOI: https://doi.org/10.1007/s11356-020-08813-1
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Scientific research methods. Ankara: Pegem Akademi (in Turkish).
  • Büyüktaşkapu-Soydan, S., & Öztürk-Samur, A. (2017). Validity and reliability study of environmental awareness and attitude scale for preschool children. International Electronic Journal of Environmental Education, 7(51), 78-97.
  • Çabuk, M. & Çabuk, F. U. (2017). Investigation of Efficiency of The Project Entitled “I Protect The Environment with Green Chemistry” on Preschool Children’s Knowledge Level about The Environment. Dumlupınar University Graduate School of Educational Sciences Journal, 1(1), 64-74.
  • Çetin, F. A. (2015). The effect of ecological footprint education on 8th grade students' attitude, awareness and behaviour towards sustainable life. (Unpublished Master's Thesis). Gazi University, Ankara (in Turkish).
  • Cevher Kalburan, N., & Güngör, H. (2019). Erken çocukluk döneminde sürdürülebilirlik için eğitimin göstergesi olarak ekolojik ayak izi uygulamaları [Ecological footprint applications as an indicator of education for early childhood], pp. 121-147. In Kahriman Pamuk, D. (Ed.), Erken çocukluk döneminde çevre eğitimi ve sürdürülebilirlik, Ankara, Anı Yayıncılık. (in Turkish)
  • Cordero, E., Todd, A., & Abellera, D. (2008). Climate change education and the ecological footprint. Bulletin of the American Meteorological Society, 89(6), 865-872.
  • Davis, J., N., Rowntree, M., Gibson, R., Pratt, & Eglington, A. (2005). Creating a Culture of Sustainability: From Project to Integrated Education for Sustainability at Campus Kindergarten. In Handbook of Sustainability Research, edited by W. L. Filho, 563–594. Frankfurt am Main: Peter Lang.
  • Değirmenci, M. (2012). A study of elementary students’ attitudes towards environment according to different variables (example of the province of Kayseri). Journal of European Education, 2(2), 47–53.
  • Erol, A., & Ogelman, H. G. (2019). Investigation of the effect of environmental education family involvement activities mother and father’s attitudes towards the environment. Elementary Education Online, 18(2), 916-938. (in Turkish)
  • Grodziéska-Jurczak, M., Stepska, A., Nieszporek, K., & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical & Environmental Education, 15(1), 62-76.
  • Güngör, H., & Cevher-Kalburan, N. (2018). Development of Ecological Footprint Awareness Scale for Children (EKAY-Ö). International Journal of Early Childhood Studies, 3(2), 1-14. (in Turkish)
  • Güngör, H. (2019). Development of ecological footprint applications and sustainability life opportunities in a preschool education institution (Unpublished Doctoral Dissertation). Pamukkale University, Denizli (in Turkish).
  • Güven, E. (2014). Metaphoric perception of science and technology teachers and teacher candidates for environmental education, Journal of Research in Education and Teaching, 3(3), 26-37.
  • Haberl, H., Fischer-Kowalski, M., Krausmann, F., Weisz, H., & Winiwarter, V. (2004). Progress towards sustainability? What the conceptual framework of material and energy flow accounting (MEFA) can offer. Land use policy, 21(3), 199-213.
  • Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: A study with young children. Environmental Education Research, 17(4), 519-536.
  • Haktanır, G., Güler, T., Yılmaz, A., Şen, M., Kurtulmuş, Z., Ergül, A. et al. (2011). Reduce and reuse: Turkish preschool children’s education for a sustainable world. Paper presented at the meeting of the World Organization for Early Childhood Education in Brazil.
  • Ji, O. (2015). Education for sustainable development in early childhood in Korea. In J.Davis (Ed.), Young Children and the Environment: Early Learning for Sustainability. Cambridge; Port Melbourne, Vic: Cambridge University Press.
  • Kahriman-Ozturk, D., Olgan, R. & Guler, T. (2012). Preschool children’s ideas on sustainable development: How preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice 12(4), 2987-2995.
  • Karalar, R., & Kiracı, H. (2011). Sustainable consumption notion as a solution to ecological problems. Dumlupınar University Journal of Social Sciences, 30, 63-76.
  • Karimzadegan, H. (2015). Study of environmental education on environmental Knowledge of preschool age Children in Rasht City, Iran. Biological Forum, 7(1), 1546-1551.
  • Kartal, E. E., & Ada, E. (2020). Okul öncesi dönem çocuklarının gözünden geri dönüşüm [Recycling from the perspective of pre-school children]. Journal of Uludag University Faculty of Education, 33(3), 778-801. (in Turkish)
  • Körükçü, Ö., & Güngör, H. (2021). Okul öncesi kuruma devam eden 60-72 ay çocukların çevre tutumları ile bakış açısı alma becerileri arasındaki ilişkinin incelenmesi [Investigating the relationship between environmental attitude and perspective taking skills of 60-72 months old children in preschools]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 10(3), 166-176. (in Turkish)
  • Liefländer, A. K. (2015). Effectiveness of environmental education on water: Connectedness to nature, environmental attitudes and environmental knowledge. Environmental Education Research, 21(1), 145-146.
  • Lopez, J. B., Orro, A., & Novales, M. (2021). Environmental impact of mobility in higher-education institutions: The case of the ecological footprint at the University of a Coruña (Spain). Sustainability, 13(11), 6190. https://doi.org/10.3390/su13116190
  • Louv, R. (2012). Doğadaki son çocuk [last child in nature]. (3rd Edition). (Trans.: Ceyhan Temürcü). Ankara: TÜBİTAK Popüler Bilim Kitapları.
  • Mackey, G. (2014). Valuing agency in young children: Teachers rising to the challenge of sustainability in the Aotearoa New Zealand early childhood context. In J. Davis & S. Elliott (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 180-192). Milton Park, Abingdon, Oxon; New York, N.Y: Routledge.
  • McNichol, H., J. M. Davis, & K. R. O’Brien. (2011). An ecological footprint for an early learning centre: Identifying Opportunities for early childhood sustainability education through ınterdisciplinary research. Environmental Education Research, 17(5), 689-704.
  • Molinario, E., Lorenzi, C., Bartoccioni, F., Perucchini, P., Bobeth, S., Colléony, A., ... & Bonaiuto, M. (2020). From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption. Environmental Education Research, 26(8), 1137-1163.
  • Onur, A. Çağlar, A., & Salman, M. (2016). Okulöncesi çocuklarda atık kâğıtların değerlendirilmesi ve çevre bilincinin kazandırılması [Evaluation of wastepaper and improvement of environmental awareness for 5 years old preschool children]. Kastamonu Education Journal, 24(5), 2457-2468. (in Turkish)
  • Özdamar, K. (2004), Paket programlarla istatistiksel veri analizi [Statistical data analysis with package programs]. Eskişehir: Kaan Kitapevi (in Turkish).
  • Özkan, H., Çelik, Y., Güngör, E. Y., & Akşin Yavuz, E. (2019). Okul öncesi eğitime devam eden 48-72 aylık çocukların çevresel farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi. 14th National Preschool Teaching Student Congress: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe University. (in Turkish). https://hdl.handle.net/20.500.12415/5246
  • Öztap, R., & Bartan, M. (2019). Okul öncesi eğitimde artık materyaller ile yapılan sanat etkinliklerinin çocukların geri dönüşüm farkındalık düzeylerine etkisinin incelenmesi [Investigation of the effect of art activities with waste materials on children's recycling awareness levels in preschool education]. Uşak University Journal of Educational Research, 5(3), 64-87. (in Turkish)
  • Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 273-284.
  • Şallı, D. (2011). Establishing the concept of recycling among 48-60 months old children by project based learning approach. (Unpublished Master's Thesis). Marmara University, İstanbul (in Turkish).
  • Samaltani, D., & Christidou, V. (2013). Water conservation in the nursery school. Global NEST J, 15(3), 421-429.
  • Schill, M., Godefroit-Winkel, D., & Hogg, M. K. (2020). Young children’s consumer agency: The case of French children and recycling. Journal of Business Research, 110, 292-305.
  • Simsar, A. (2021). Young children’s ecological footprint awareness and environmental attitudes in Turkey. Child Indicators Research, 14(4), 1387-1413.
  • Spiteri, J. (2021). Why is it important to protect the environment? Reasons presented by young children. Environmental Education Research, 27(2), 175-191. DOI: 10.1080/13504622.2020.1829560
  • Stuhmcke, S. M. (2012). Children as change agents for sustainability: An action research case study in a preschool. (Unpublished Doctoral Dissertation). Queensland University of Technology.
  • Tosun, N., & Demir, K. (2018). Minik ayaklar geri dönüyor [Tiny Feet Are Returning]. Creative Drama Journal, 13(1), 115-128. (in Turkish)
  • United Nations Educational, Scientific and Cultural Organization [UNESCO], (2019). “SDG 4 - Education 2030: part II, education for sustainable development beyond 2019.” Accessed November 13 2021. https://unesdoc.unesco.org/ark:/48223/pf0000366797.locale=en
  • Uslucan, S. (2016). The effects of the environmental education program on pre-school children's (60-7 month) environmental attitudes (Sample for Çanakkale), (Unpublished Master's Thesis). Çanakkale Onsekiz Mart University, Çanakkale (in Turkish).
  • Wackernagel, M., & Rees, W. (1996). Our ecological footprint reducing human ımpact on the Earth. Canada: New Society Publishers.
  • Yadav, P., Singh, J., Srivastava, D. K., & Mishra, V. (2021). Environmental pollution and sustainability. In Environmental Sustainability and Economy (pp. 111-120). Elsevier.

AN INVESTIGATION OF THE ECOLOGICAL FOOTPRINT AWARENESS LEVELS OF 60-72-MONTH-OLD CHILDREN

Year 2022, , 78 - 89, 30.06.2022
https://doi.org/10.55020/iojpe.1053403

Abstract

Like many other development areas, awareness and attitudes towards environmental issues take shape in early childhood and have an important place in forming positive attitudes and behavior towards the environment in later life. For this reason, sustainability education in early childhood plays an essential role in society’s transition to sustainable lifestyles. This study examines the ecological footprint awareness levels of 60-72-month-old children attending preschool. A total of 266 children (127 girls and 139 boys) enrolled in six schools (one private school, one primary school, and four preschools) in a city in the Aegean region of Turkey. One of the novelties of the study is the use of a game-based survey model, Ecological Footprint Awareness Scale for 60-72-Month-Old Children (EKAY-O), developed by the researchers of this study. Non-parametric tests were applied in the analysis of the data using SPSS 22. Results show that children's awareness of the concept of an ecological footprint was mostly at the medium level (51.5%). Some key findings indicate that their awareness varied significantly depending on the type of school they attended. The students in private schools demonstrated higher performance. Their parents' education levels also had a significant effect on awareness. This study contributes to studies and practices aimed at raising awareness of ecological footprints in preschools, thus aiding the development of collective efforts to minimize the negative impact on the environment to help bring about a sustainable future.

References

  • Ärlemalm-Hagsér, E. (2013). Participation as ‘Taking Part In’: education for sustainability in Swedish preschools. Global Studies of Childhood, 4(2), 101-114.
  • Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 100353.
  • Aydın, F., & Çepni, O. (2012). Investigation of primary education second grade students’ attitudes towards environment in terms of various variables (Karabük city case). Journal of Dicle University Ziya Gökalp Educational Faculty, 18, 189-207. (in Turkish)
  • Benzer, E., & Şahin, F. (2013). The effect of project-based learning approach on undergraduate students' environmental problem solving skills. Ilkogretim Online, 12(2), 383-400.
  • Bolanos, J. E., Reeve, K. F., Reeve, S. A., Sidener, T. M., Jennings, A. M., & Ostrosky, B. D. (2020). Using stimulus equivalence-based instruction to teach young children to sort recycling, trash, and compost items. Behavior and Social Issues, 29, 78-99.
  • Borg, F., Winberg, T. M., & Vinterek, M. (2017). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391.
  • Bozyiğit, S., & Madran, C. (2018). Çocukların çevre bilinçli tüketici olarak sosyalleşmesinde annelerin çocuk yetiştirme tutumlarının rolü [The role of child rearing attitudes of maternal on the socialization as an environment conscious consumer of children]. MANAS Journal of Social Studies, 7(2), 173-196. (in Turkish)
  • Bronfenbrenner, U. (1986). Recent advancesin research on the ecology of human develop ment. In R. Silbereisen, K. Eyferth, & G. Rudinger (Eds.), Development as action in context: Problem solving behavior and normal youth development (pp. 287-308). New York: Springer.
  • Buil, P., Roger-Loppacher, O., & Tintoré, M. (2019). Creating the habit of recycling in early childhood: a sustainable practice in Spain. Sustainability, 11(22), 6393.
  • Bülbül, H., Büyükkeklik, A., Topal, A., & Özoğlu, B. (2020). The relationship between environmental awareness, environmental behaviors, and carbon footprint in Turkish households. Environmental Science and Pollution Research, 27(20), 25009-25028. DOI: https://doi.org/10.1007/s11356-020-08813-1
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Scientific research methods. Ankara: Pegem Akademi (in Turkish).
  • Büyüktaşkapu-Soydan, S., & Öztürk-Samur, A. (2017). Validity and reliability study of environmental awareness and attitude scale for preschool children. International Electronic Journal of Environmental Education, 7(51), 78-97.
  • Çabuk, M. & Çabuk, F. U. (2017). Investigation of Efficiency of The Project Entitled “I Protect The Environment with Green Chemistry” on Preschool Children’s Knowledge Level about The Environment. Dumlupınar University Graduate School of Educational Sciences Journal, 1(1), 64-74.
  • Çetin, F. A. (2015). The effect of ecological footprint education on 8th grade students' attitude, awareness and behaviour towards sustainable life. (Unpublished Master's Thesis). Gazi University, Ankara (in Turkish).
  • Cevher Kalburan, N., & Güngör, H. (2019). Erken çocukluk döneminde sürdürülebilirlik için eğitimin göstergesi olarak ekolojik ayak izi uygulamaları [Ecological footprint applications as an indicator of education for early childhood], pp. 121-147. In Kahriman Pamuk, D. (Ed.), Erken çocukluk döneminde çevre eğitimi ve sürdürülebilirlik, Ankara, Anı Yayıncılık. (in Turkish)
  • Cordero, E., Todd, A., & Abellera, D. (2008). Climate change education and the ecological footprint. Bulletin of the American Meteorological Society, 89(6), 865-872.
  • Davis, J., N., Rowntree, M., Gibson, R., Pratt, & Eglington, A. (2005). Creating a Culture of Sustainability: From Project to Integrated Education for Sustainability at Campus Kindergarten. In Handbook of Sustainability Research, edited by W. L. Filho, 563–594. Frankfurt am Main: Peter Lang.
  • Değirmenci, M. (2012). A study of elementary students’ attitudes towards environment according to different variables (example of the province of Kayseri). Journal of European Education, 2(2), 47–53.
  • Erol, A., & Ogelman, H. G. (2019). Investigation of the effect of environmental education family involvement activities mother and father’s attitudes towards the environment. Elementary Education Online, 18(2), 916-938. (in Turkish)
  • Grodziéska-Jurczak, M., Stepska, A., Nieszporek, K., & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical & Environmental Education, 15(1), 62-76.
  • Güngör, H., & Cevher-Kalburan, N. (2018). Development of Ecological Footprint Awareness Scale for Children (EKAY-Ö). International Journal of Early Childhood Studies, 3(2), 1-14. (in Turkish)
  • Güngör, H. (2019). Development of ecological footprint applications and sustainability life opportunities in a preschool education institution (Unpublished Doctoral Dissertation). Pamukkale University, Denizli (in Turkish).
  • Güven, E. (2014). Metaphoric perception of science and technology teachers and teacher candidates for environmental education, Journal of Research in Education and Teaching, 3(3), 26-37.
  • Haberl, H., Fischer-Kowalski, M., Krausmann, F., Weisz, H., & Winiwarter, V. (2004). Progress towards sustainability? What the conceptual framework of material and energy flow accounting (MEFA) can offer. Land use policy, 21(3), 199-213.
  • Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the importance of trees: A study with young children. Environmental Education Research, 17(4), 519-536.
  • Haktanır, G., Güler, T., Yılmaz, A., Şen, M., Kurtulmuş, Z., Ergül, A. et al. (2011). Reduce and reuse: Turkish preschool children’s education for a sustainable world. Paper presented at the meeting of the World Organization for Early Childhood Education in Brazil.
  • Ji, O. (2015). Education for sustainable development in early childhood in Korea. In J.Davis (Ed.), Young Children and the Environment: Early Learning for Sustainability. Cambridge; Port Melbourne, Vic: Cambridge University Press.
  • Kahriman-Ozturk, D., Olgan, R. & Guler, T. (2012). Preschool children’s ideas on sustainable development: How preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory and Practice 12(4), 2987-2995.
  • Karalar, R., & Kiracı, H. (2011). Sustainable consumption notion as a solution to ecological problems. Dumlupınar University Journal of Social Sciences, 30, 63-76.
  • Karimzadegan, H. (2015). Study of environmental education on environmental Knowledge of preschool age Children in Rasht City, Iran. Biological Forum, 7(1), 1546-1551.
  • Kartal, E. E., & Ada, E. (2020). Okul öncesi dönem çocuklarının gözünden geri dönüşüm [Recycling from the perspective of pre-school children]. Journal of Uludag University Faculty of Education, 33(3), 778-801. (in Turkish)
  • Körükçü, Ö., & Güngör, H. (2021). Okul öncesi kuruma devam eden 60-72 ay çocukların çevre tutumları ile bakış açısı alma becerileri arasındaki ilişkinin incelenmesi [Investigating the relationship between environmental attitude and perspective taking skills of 60-72 months old children in preschools]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 10(3), 166-176. (in Turkish)
  • Liefländer, A. K. (2015). Effectiveness of environmental education on water: Connectedness to nature, environmental attitudes and environmental knowledge. Environmental Education Research, 21(1), 145-146.
  • Lopez, J. B., Orro, A., & Novales, M. (2021). Environmental impact of mobility in higher-education institutions: The case of the ecological footprint at the University of a Coruña (Spain). Sustainability, 13(11), 6190. https://doi.org/10.3390/su13116190
  • Louv, R. (2012). Doğadaki son çocuk [last child in nature]. (3rd Edition). (Trans.: Ceyhan Temürcü). Ankara: TÜBİTAK Popüler Bilim Kitapları.
  • Mackey, G. (2014). Valuing agency in young children: Teachers rising to the challenge of sustainability in the Aotearoa New Zealand early childhood context. In J. Davis & S. Elliott (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 180-192). Milton Park, Abingdon, Oxon; New York, N.Y: Routledge.
  • McNichol, H., J. M. Davis, & K. R. O’Brien. (2011). An ecological footprint for an early learning centre: Identifying Opportunities for early childhood sustainability education through ınterdisciplinary research. Environmental Education Research, 17(5), 689-704.
  • Molinario, E., Lorenzi, C., Bartoccioni, F., Perucchini, P., Bobeth, S., Colléony, A., ... & Bonaiuto, M. (2020). From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption. Environmental Education Research, 26(8), 1137-1163.
  • Onur, A. Çağlar, A., & Salman, M. (2016). Okulöncesi çocuklarda atık kâğıtların değerlendirilmesi ve çevre bilincinin kazandırılması [Evaluation of wastepaper and improvement of environmental awareness for 5 years old preschool children]. Kastamonu Education Journal, 24(5), 2457-2468. (in Turkish)
  • Özdamar, K. (2004), Paket programlarla istatistiksel veri analizi [Statistical data analysis with package programs]. Eskişehir: Kaan Kitapevi (in Turkish).
  • Özkan, H., Çelik, Y., Güngör, E. Y., & Akşin Yavuz, E. (2019). Okul öncesi eğitime devam eden 48-72 aylık çocukların çevresel farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi. 14th National Preschool Teaching Student Congress: Çocuğun Ekolojik Dünyası Özet Kitapçığı, Maltepe University. (in Turkish). https://hdl.handle.net/20.500.12415/5246
  • Öztap, R., & Bartan, M. (2019). Okul öncesi eğitimde artık materyaller ile yapılan sanat etkinliklerinin çocukların geri dönüşüm farkındalık düzeylerine etkisinin incelenmesi [Investigation of the effect of art activities with waste materials on children's recycling awareness levels in preschool education]. Uşak University Journal of Educational Research, 5(3), 64-87. (in Turkish)
  • Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 273-284.
  • Şallı, D. (2011). Establishing the concept of recycling among 48-60 months old children by project based learning approach. (Unpublished Master's Thesis). Marmara University, İstanbul (in Turkish).
  • Samaltani, D., & Christidou, V. (2013). Water conservation in the nursery school. Global NEST J, 15(3), 421-429.
  • Schill, M., Godefroit-Winkel, D., & Hogg, M. K. (2020). Young children’s consumer agency: The case of French children and recycling. Journal of Business Research, 110, 292-305.
  • Simsar, A. (2021). Young children’s ecological footprint awareness and environmental attitudes in Turkey. Child Indicators Research, 14(4), 1387-1413.
  • Spiteri, J. (2021). Why is it important to protect the environment? Reasons presented by young children. Environmental Education Research, 27(2), 175-191. DOI: 10.1080/13504622.2020.1829560
  • Stuhmcke, S. M. (2012). Children as change agents for sustainability: An action research case study in a preschool. (Unpublished Doctoral Dissertation). Queensland University of Technology.
  • Tosun, N., & Demir, K. (2018). Minik ayaklar geri dönüyor [Tiny Feet Are Returning]. Creative Drama Journal, 13(1), 115-128. (in Turkish)
  • United Nations Educational, Scientific and Cultural Organization [UNESCO], (2019). “SDG 4 - Education 2030: part II, education for sustainable development beyond 2019.” Accessed November 13 2021. https://unesdoc.unesco.org/ark:/48223/pf0000366797.locale=en
  • Uslucan, S. (2016). The effects of the environmental education program on pre-school children's (60-7 month) environmental attitudes (Sample for Çanakkale), (Unpublished Master's Thesis). Çanakkale Onsekiz Mart University, Çanakkale (in Turkish).
  • Wackernagel, M., & Rees, W. (1996). Our ecological footprint reducing human ımpact on the Earth. Canada: New Society Publishers.
  • Yadav, P., Singh, J., Srivastava, D. K., & Mishra, V. (2021). Environmental pollution and sustainability. In Environmental Sustainability and Economy (pp. 111-120). Elsevier.
There are 54 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hande Güngör 0000-0002-3016-1775

Nilgün Cevher-kalburan 0000-0003-0622-1480

Publication Date June 30, 2022
Published in Issue Year 2022

Cite

APA Güngör, H., & Cevher-kalburan, N. (2022). AN INVESTIGATION OF THE ECOLOGICAL FOOTPRINT AWARENESS LEVELS OF 60-72-MONTH-OLD CHILDREN. International Online Journal of Primary Education, 11(1), 78-89. https://doi.org/10.55020/iojpe.1053403

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