Creative Learning Through Recycled Art: Supporting Child Development and Well-Being
Ulziikhutag, Gantulga; Nquyen, Nhan (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024112529747
https://urn.fi/URN:NBN:fi:amk-2024112529747
Tiivistelmä
In modern society, environmental issues are among the most discussed topics and will only continue to grow in importance. This project examines how educating children from a young age through creative arts and crafts can enhance their environmental awareness.
This project based, developmental-oriented thesis aimed to raise environmental awareness at a young age through recycled arts and creativity. Conducted in work-life partner with the Pilke International Child Care and Education Center (ICEC) Westend, the study engaged Esikoulu-aged children (ages 6-7) in sustainable art activities designed to foster imagination, critical thinking, and independence. Over a two-week intervention, children participated in waste sorting, recycled art projects, and discussions on environmental issues.
Pre- and post-surveys were used to measure how children change, their environmental knowledge and attitudes toward sustainability, and developing environmental awareness, and including more emphasis on recycling and reuse. Feedback from educators, parents, and children revealed the program’s effectiveness in fostering environmental values through engaging, experiential learning.
In conclusion, this project supports the idea that recycled art projects can meaningfully integrate environmental education into early childhood settings with benefits extended to the families and broader early childhood education community.
This project based, developmental-oriented thesis aimed to raise environmental awareness at a young age through recycled arts and creativity. Conducted in work-life partner with the Pilke International Child Care and Education Center (ICEC) Westend, the study engaged Esikoulu-aged children (ages 6-7) in sustainable art activities designed to foster imagination, critical thinking, and independence. Over a two-week intervention, children participated in waste sorting, recycled art projects, and discussions on environmental issues.
Pre- and post-surveys were used to measure how children change, their environmental knowledge and attitudes toward sustainability, and developing environmental awareness, and including more emphasis on recycling and reuse. Feedback from educators, parents, and children revealed the program’s effectiveness in fostering environmental values through engaging, experiential learning.
In conclusion, this project supports the idea that recycled art projects can meaningfully integrate environmental education into early childhood settings with benefits extended to the families and broader early childhood education community.