Applying ecopedagogy for psychosocial development in early childhood education through ecosocial approaches
Biswas, Nibedita (2026)
2026
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202605059578
https://urn.fi/URN:NBN:fi:amk-202605059578
Tiivistelmä
This master’s thesis explores the effectiveness of eco-social approaches in enhancing mental well-being among preschool-aged children. With increasing urbanization and technology use, children’s interactions with nature and local communities have declined, potentially impacting their emotional and social development. This study investigates how integrating natural environments and social connections into early childhood education fosters emotional resilience, social skills, and overall mental health.
Conducted in urban institutions within the early childhood education sector that implement ecosocial activities such as gardening and nature-based play, this study draws on Bronfenbrenner’s Ecological Systems Theory, the Biophilia Hypothesis, and Social Learning Theory to examine the relationship between children’s environments and their social interactions. Using a mixed-methods approach, the study evaluates the psychological, emotional, and social benefits of ecosocial interventions, focusing on specific activities and their effects on children’s mental health.
Additionally, it explores the perceptions of parents, teachers, and children regarding these interventions. By identifying best practices for integrating eco-social strategies into early childhood education, this research aims to contribute to the understanding of nature-based learning and social connectedness in child development, ultimately informing policies that promote holistic approaches to fostering children’s mental well-being.
Conducted in urban institutions within the early childhood education sector that implement ecosocial activities such as gardening and nature-based play, this study draws on Bronfenbrenner’s Ecological Systems Theory, the Biophilia Hypothesis, and Social Learning Theory to examine the relationship between children’s environments and their social interactions. Using a mixed-methods approach, the study evaluates the psychological, emotional, and social benefits of ecosocial interventions, focusing on specific activities and their effects on children’s mental health.
Additionally, it explores the perceptions of parents, teachers, and children regarding these interventions. By identifying best practices for integrating eco-social strategies into early childhood education, this research aims to contribute to the understanding of nature-based learning and social connectedness in child development, ultimately informing policies that promote holistic approaches to fostering children’s mental well-being.