Nurturing environmental identity in the early years

NZTC lecturer Dr Devika Rathore has worked in tertiary and early childhood education in New Zealand since 2019, sharing her special interests in children’s identity, environmental and nature-based education, sustainability, and environmental identity with other academics and student teachers. She shares her thoughts on the importance of nurturing children’s environmental identities, and some ways to do so, in celebration of Plastic Free July.

It is well-recognised that early childhood is an important stage in development. The early years are a critical period for tamariki (children) to develop and strengthen their relationships with their families, caregivers, kaiako (teachers) and the wider community – so why not also their relationship with the wider natural world?

The natural environment is as important as any other environment they encounter. We know that the foundation for all learning is laid primarily in the early years, so we should consider that it’s within this period that children develop a lasting commitment to sustainability, as we encourage and foster their natural curiosity and affinity for the environment. After all, if they learn to love it, they will respect and care for it.

This starts with helping tamariki to discover their environmental identity. An environmental identity is someone’s sense of self in relation to the natural world (as described by the Norwegian philosopher Arne Naess). It includes our beliefs, values, and even emotions that determine how we interact with nature.

Building an appreciation of nature, and how to care for the environment, into teaching is just one aspect of developing environmental identity in tamariki. Children’s identities are determined not just by their education but equally, and often more importantly, by their home life. Along with tamariki and kaiako, ECE settings should be inclusive of whānau (parents and extended families) and communities. Children don’t develop and learn in isolation, and the involvement and support of family in their education is critical.

Similarly, their environmental identities need nurturing and encouragement at home. We also know that children learn what they see, hear, and experience. If they see significant people in their lives like parents, caregivers and siblings develop care and respect for nature, taking steps to reduce waste and protect the environment, they are likely to think and feel the same way. As we all know, it takes a village to raise a child.

I personally have been brought up in ways that have nurtured my environmental identity and I endeavor to develop the same in my young son. Nurturing a strong environmental identity is about encouraging a sense of respect and care for, and connection with the natural environment – which we can contribute to with small, simple and affordable steps within and around our homes or ECE contexts.

For instance, for me, it begins with getting to know your place and developing a relationship with it, because only when you care for something are you intrinsically motivated to work for it. Take a walk in the park or around your home, notice the butterflies, bees and bugs, identify birds, animals, trees, and all of nature and life around us.

From a sustainability point of view specifically, there are several actions we can take to care for the world around us, as we try and do in our home. My son loves to draw, so I make sure that we reuse paper in as many ways and as many times as possible. We use steel lunchboxes rather than plastic ones, and I avoid plastic packaged food as much as possible – especially the multi-pack snack bags. We also strictly avoid food waste, which is something I have learnt in my childhood that has stayed with me, and use natural products and fibres (we love cotton in our home country and use/buy it more often than any other material).

One of the best things in Aotearoa is people’s kindness and generosity by way of donations and recycling, and we actively do so ourselves. We regularly donate things and always keep the option of second-hand recycling open for any household goods, clothing, play materials, etc., that we might need.

Now all of this may not be possible all of the time, but we can and should make an effort to do as much as we can. After all, it’s about what we’re leaving for our children and the coming generations.