THE ROLE OF TEACHERS IN DEVELOPING ECOLOGICAL CULTURE AMONG PRESCHOOL CHILDREN

Abstract

The development of ecological culture is one of the priority areas of public policy. In this context, environmental education beginning at the preschool stage is of particular importance. It is during this period that children develop their initial understanding of nature, a caring attitude toward the environment, the ability to demonstrate care and empathy, and basic skills of environmentally responsible behavior. Teachers play a significant role in fostering environmentally responsible behavior and value-based attitudes toward nature among preschool children. The aim of this study was to characterize the role of teachers in developing ecological culture among preschool children based on teachers’ own experiences and perceptions. The study employed a qualitative descriptive design. Using purposive criterion sampling, 31 preschool teachers from two preschool organizations, each with at least three years of professional experience, participated in the study. Data were collected through semi-structured focus group interviews comprising 12 questions and conducted in three groups of 10, 10, and 11 participants. The data were analyzed in MAXQDA 24.4.0 using the inductive thematic analysis approach proposed by Braun and Clarke. Two major themes were identified: 1) teachers’ personal environmental skills and experiences; and 2) teachers’ partnership activities with parents and the wider community. The most frequently coded segments were “responsibility” (n=13), “role modeling” (n=10), “resource conservation” (n=10), and “organization of active events” (n=10). The findings showed that teachers described their role in environmental education through demonstrating environmentally responsible behavior in everyday life and developing partnerships with families and the community.

In developing ecological culture among preschool children, preschool teachers act not only as facilitators who introduce children to nature, but also as role models of environmentally responsible behavior, organizers of children’s practical environmental activities, and key participants in engaging parents in community-based environmental education.