Kenya preschool curriculum on environmental conservationby young children

The study was done out of concern about global environmental degradation as a result ofunsustainable use of available natural resources. It was based on the belief that environmentaleducation (EE) enlightens an individual in terms of making informed decisions and responsibleactions regarding utilization of the environment. More importantly, early childhood years aresignificant in imparting important values, attitudes and beliefs. An in-depth examination of a groupof pre-school children was conducted through case study method using ex post facto design. Theinvestigation was conducted through interviews and observation schedules for children aged 5-6years, interview schedule and questionnaires for pre-school teachers, parents, school managers andcurriculum developers and documentary analysis schedule. Findings indicated that the content,methods, learning/teaching activities and materials related to environmental conservation are notexplicitly stated in the national pre-school syllabus. At the same time, teachers seemtolackinnovativeness in terms of incorporating environmental conservation concepts in learning themesand activities. Consequently, children lack knowledge, skills and moral sense as well as asustainable attitude regarding environmental conservation. There seemed to be no uniformitybetween activities done at home and those emphasized at school due to lack of collaborationbetween teachers and parents. Since pre-school children were not involved in local environmentalissues means that they do not get the opportunity to understand their responsibilities as membersof the community albeit in their own small way. The study recommends a review of the currentpre-school curriculum and incorporation of appropriate concepts regarding environmentalconservation and sustainable use of available natural resources