Abstract
Climate principles understanding among childhood and primary school students is critical for effective climate change adaptation measures. Climate change communication and education (CCCE) is now considerably implemented in primary school, less frequently in kindergartens, but two key open questions persist: What nature of knowledge is proper for young children? Who should be involved in the basis of climate change communication and education? Here, we explore how interdisciplinary participatory research and mutual learning processes using cross-areas in curriculum, hands-on activities, and everyday life routines, contribute for improving knowledge about climate principles and effects, and provide children decision-making skills for acting. The ordinary questions and expressions “What is climate?”, “What is greenhouse effect?”, “Why is climate changing?”, “Which problems are caused by greenhouse gas emissions?”, “How can each one of us look after the Earth?”, and “How doing a little can change a lot?”, provided the baseline for the research approach between children, teachers, and academics. Our theoretical framework and participatory research approach also reflect authors that have worked about social aspects of cognitive development of children, namely John Dewey, Jean Piaget, Lev S. Vygotsky, Loris Malaguzzi, and Paulo Freire. The research design involved the selection-[re]construction of 14 activities, explored in-and-out-of classroom according to the age and level of knowledge of children. A total of 320 children between 3 and 10-years-old from two kindergartens and two primary schools have joined the collaborative project “Let’s look after the Earth: doing a little can change a lot!”. Children’s knowledge and actions pinpoint aspects of CCCE that are not generally experienced in curricula, and the misunderstanding of climate principles and effects that are often overlooked in school. Our approach highlight how mutual learning involving academy with school contribute to climate literacy in childhood and primary school, and, directly-and-indirectly, the adaptation to new teaching-learning practices, and the involvement of children families in CCCE. Young children conceive themselves as active contributors to society, using their knowledge and life experiences to understand, be engaged and act; we discuss knowledge-action behaviours in CCCE through drawings and perceptions of children. A questionnaire to children and teachers pinpoints similar behaviours about everyday life routines independently the age or school. Finally, we underline the opportunity of interdisciplinary associated to formal and non-formal education to engage multiple actors in active teaching and learning processes towards new directions to knowledge-action models in CCCE. We feel particularly privileged that our interdisciplinary approach academy-school reached out to other audiences as well as to its publication in book, with children as our main contributors, representing the beginning of the collection Discovering Science [Descobrir as Ciências] by Coimbra University Press.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as “ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals to develop their knowledge and potential and to participate fully in their community and wider society.”
- 2.
Formal education corresponds to the teaching and learning process within a structured education system in which learners are required to demonstrate proficiency.
- 3.
Informal education corresponds to teaching and learning processes externally to formal education system and that meets clear well-defined objectives through certain education actions.
References
Alley RB (2016) A heated mirror for future climate. Science 352:151–152
Azul AM, Reis CS, Freitas H (2009) Let’s look after the Earth: doing little can a change lot! [Vamos cuidar da Terra: fazer pouco pode mudar muito]. Coimbra University Press, Portugal, 81 pp. ISBN 978-989-26-0568-5 (in Portuguese)
Dewey J (1899) The school and society. The University of Chicago Press, Chicago
Dewey J (1938) Experience and education. The Kappa Delta Pi Lecture Series, Indianapolis
Freire P (1996) Pedagogia da Autonomia—Saberes Necessários à Prática Educativa Editora Paz e Terra. Coleção Saberes
Freire P (1970) Pedagogy of the oppressed. Penguin, Harmondsworth
Intergovernmental Panel on Climate Change (IPPC) (2014) Impacts, adaptation, and vulnerability. In: Field CB et al. (eds). Cambridge University Press, Cambridge
Malaguzzi L (1993) For an education based on relationships. Young Children 49(1):9–12
Malaguzzi L (1996) History, ideas, and basic philosophy: interview with Leila Gandini. In: Edwards C, Gandini L, Forman G (eds) The hundred languages of children: the Reggio Emilia approach—advanced reflections, 2nd edn. London.
Maslin M (2016) In retrospect: forty years of linking orbits to ice ages. Nature:208–210
Piaget, J (1926) The language and thought of the child. English translation, Routledge & Kegan Paul Ltd, London (3rd edition 1959)
Smidt S (2013) Introducing Malaguzzi. Routledge, London, UK
UNESCO (2007) The UNESCO climate change initiative. Available at http://unesdoc.unesco.org/images/0019/001901/190101E.pdf
Vygotsky L (1966) Play and its role in the mental development of the child. Voprosy psikhologii 12(6):62–76
Vygotsky L (1978) Interaction between learning and development. In: Gauvin, Cole (eds) Readings on the development of children.
Acknowledgements
Data in this paper were generated as part of a participatory research coordinated by the Center for Functional Ecology, University of Coimbra, entitled “Let’s look after the Earth: doing little can change a lot!”, co-funded by European Regional Development Fund (FEDER) through the Operational Programme Competitiveness Factors—COMPETE and National Agency Ciência Viva, Lisbon, Portugal. The authors gratefully acknowledge teachers of the kindergartens Serviços de Acção Social da Universidade de Coimbra and Centro de Bem-Estar da Sagrada Família, and the primary schools Ensino Básico do 1º Ciclo da Solum e do Dianteiro, Agrupamento de Escolas de Eugénio de Castro, Coimbra, Portugal.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Azul, A.M., Reis, C.S. (2018). Climate Change: Doing Little Can Change a Lot! Children’s Knowledge-Action About Cimate Principles and Effects. In: Leal Filho, W., Manolas, E., Azul, A., Azeiteiro, U., McGhie, H. (eds) Handbook of Climate Change Communication: Vol. 1. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-319-69838-0_19
Download citation
DOI: https://doi.org/10.1007/978-3-319-69838-0_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-69837-3
Online ISBN: 978-3-319-69838-0
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)