抄録
The preamble of the Kindergarten Teaching Procedures published in 2017 emphasizes the role of kindergartens in nurturing “creators of a sustainable society,” highlighting the importance of implementing ESD from early childhood. Notably, only a few studies have empirically elucidated early childhood ESD.
The purpose of this study is to shed light on the “current status and prospects of nature-based childcare as early childhood ESD” and to understand the awareness and implementation of early childhood ESD among childcare providers. Focusing on Nagano Prefecture, considered to be a pioneer in nature-based childcare in Japan, I conducted a questionnaire-based survey to assess the awareness and practices of early childhood ESD in individual schools using the OMEP ESD evaluation index. The results indicated that while many kindergartens prioritize activities involving “contact with the natural environment” as part of nature-based childcare, fewer engage in endeavors related to environmental conservation, fairness and equity, budget planning, and financial literacy. It was also found that there are significant differences between certified and non-certified nature kindergartens in terms of nature conservation efforts, community involvement, and collaboration beyond the kindergartens’ boundaries.
Based on the above, it is evident that 1) nature-based childcare serves as a platform for children to participate in environmental conservation activities through “contact with the natural environment,” 2) nature-based childcare has potential as an ESIC to foster a view of social inclusion in the community, and 3) it provides an opportunity for children to engage in sustainable economic activities within their communities.
However, the scope of this study is limited to Nagano Prefecture, thus lacking a comprehensive overview of early childhood ESD in Japan as a whole or comparisons with ESD in other countries.
