Exploring Children's Emotional Responses to Pollution: Implications for Environmental Education
DOI:
https://doi.org/10.58955/jecer.147025Keywords:
emotional responses, environmental issues, Social Learning Theory, early childhood educationAbstract
Understanding young children's emotional responses to environmental issues is crucial for shaping their attitudes and behaviours towards the environment. In the current study, we explore these responses through the lens of Social Learning Theory. Employing a constructivist paradigm, the research examines how children's interactions and experiences shape their perceptions and emotional reactions to environmental challenges. Using an interpretive research design, the study focuses on three children aged 4 to 5 years, selected from diverse preschools in Bloemfontein, to capture a broad spectrum of emotional responses to environmental stimuli. Two distinct images; one depicting dead fish surrounded by garbage and the other showing protesters burning tires—were used to provoke emotional reactions and reflections on environmental pollution and its consequences. Semi-structured interviews were conducted to gain insights into the children’s feelings, thoughts, and interpretations of these scenarios. Findings highlight the role of observational learning and social context in shaping children’s environmental attitudes and emotional responses. The study underscores the importance of understanding young learners’ perspectives on environmental issues, revealing the intricate relationship between human activities and ecological health. This research contributes to the broader discourse on environmental education and the emotional dimensions of early childhood learning.
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