Abstract
This article shows how links between science and literacy offer kindergarten children the opportunity to create and express their individual understandings about environmental change through emergent environmental literacy. This article reports on one of the science experiences in a kindergarten classroom in which the children explored the phenomenon of environmental change. The kindergarten science program can help children learn how scientists look at the world; young children can express these concepts through nonnarrative compositions. The article concludes with suggestions for teaching practice in the kindergarten science program.
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Britsch, S.J. Emergent Environmental Literacy in the Nonnarrative Compositions of Kindergarten Children. Early Childhood Education Journal 28, 153–159 (2001). https://doi.org/10.1023/A:1026533201028
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DOI: https://doi.org/10.1023/A:1026533201028