Ans.

Environmental Education is a holistic approach that not only develops

environmental literacy in students but also increases public awareness of nature issues,

helps students to become active and critical learners, engages in strategic problem-

solving and decision-making skills, advocates for environmental issues, and participates

in fostering a sustainable future (EPA, United States Environmental Agency 2022). It lets

the digital generation in reconnecting to nature, establish relationships with nature, and

build respect for other living creatures starting in the early years when they are in the

most curious, inquisitive, and absorbing state.

The role of ECE educators in Environmental Education as co-learners with families and

children (How does learning happens p. 19), actively engaging the students to explore,

understanding the relationship between nature and culture (Pedagogies), and increasing

environmental awareness. The educators prepare the learning and exploration of nature

to be matching with students’ developmental stages, as well as their individual capability

and readiness. During the process, guide the students to develop and practice becoming

critical thinkers.

Both educators of indigenous and environmental education are guiding the students to

learn, respect, protect and appreciate our land and nature, and reconnect to nature. What

our land has offered us and how we share this precious land/resources with other living

creatures are important elements in both theories. Indigenous Worldview focus on

traditional wisdom accumulated for years, cultural rituals and practices, and values and

beliefs of indigenous society, preserving their traditions and values is crucial. Although

environmental education is about nature and planet resources and advocates actions to be
taken to undo the harm caused by humans; the educator needs to have some knowledge

of the current condition of the earth, and the ways to protect the environment.

The video takes place in a daycare center’s play area. An educator is sitting on the floor

playing with an infant, while another infant is sitting nearby. The educator is engaging

the infant to explore the cardboard box in between them. After the other infant gets a

stuffed toy from the infant, she walks away from the scene. The infant’s play is distracted

by the walkaway infant; the educator regains the infant’s attention by inviting the infant

to put a toy into a hole in the cardboard box toy. The infant repeats saying “the ball” after

the educator says the ball several times. The educator plays with the infant to learn inside

and outside by placing toys in the cardboard box toy and a can. At the end of the video,

the infant crawls to catch the rollaway ball.

The educator sits on the floor interacting with the infant. She uses the sound “Meow

Meow” and body movements to engage the infant in play. She says “push push, down

down” when guiding the infant to explore the cardboard box toy with a ball in between.

The educator uses sounds, words, and movements to facilitate fun learning. The educator

is responsive and supportive when the infant is exploring the toys. She guides the infant

to explore, saying “push, push, down, down” that help the infant to learn during their

interaction as suggested by Vygotsky (Ontario Ministry of Education, 2013, p. 17). Her

acknowledgment of the infant’s sharing action is a positive reinforcement of this socially

appropriate behavior, and it in turn might facilitate the development of self-regulation

(Ontario Ministry of Education, 2013, p. 22).

I will include more objects in different shapes and colors, and craft the cardboard box

with more shapes besides circles to engage the infants in this functional play (Gestwicki,
2017, p. 35). I will name the shapes and colors, throw the ball in and out of the cardboard

box, and roll the ball back and forth ((Gestwicki, 2017, p. 58); and time that I will sit

nearby allowing the infant to have a solitary play (Gestwicki, 2017, p. 55) . Engage the

other infant who is in the scene to play, and that will become parallel play (Gestwicki,

2017, p. 39).