Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological
complexities and alterations that are impacting both nature and humankind negatively. Such
ecological problems are an indicator of unsustainable living by humans in societies, with
inadequate natural resources management. These ecological intricacies are exacerbated by the
increasing disinterestedness and detachment of children from the marvels of the natural world
resulting in the creation of generations of ecologically unconscious citizens and imbalanced
ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the
younger generations that are most affected. In this context; how can the manifest and evolving
ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in
ECD, towards developing conscious future citizens who promote sustainable and ecological
balance on the earth. The core objective is to understand current trends, scope, content and
methodologies involved in ecological learning and how they may assist in preparing a proecological
generation. The study employs a literature review methodology to explore the concept of
ecological learning in ECD; examining the application of this paradigm to the sector of ECD
through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the
Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their
practice. Using a review of literature on ecological learning and ECD and the two case studies, the
study attempts to demonstrate ecological learning practices in ECD centres. The teaching and
learning practices in such centres project ECD to be the primary stage whereby ultimate growth,
development and learning are created and therefore a vital platform for mentoring an ecologically
mindful generation of citizens. However, on the other hand, the study also observes that the scale
at which ecological learning is taking place around the world is too negligible to have a large
impact in producing a generation of ecologically informed citizens. The study, then, recommends a
paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a
way of preserving the ecology and promoting sustainable development. The study therefore
suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2)
Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the
growing need of new ways of being that can generate connectedness and belonging in a postconsumerist
society seem best inculcated at early ages. / AFRIKAANSE OPSOMMING: Die einde van die 20ste, en begin van die 21ste eeu word gekenmerk deur ’n magdom ekologiese
kompleksiteite en veranderinge wat die natuur en die mensdom (meestal) negatief raak. Hierdie
ekologiese probleme dui op onvollhoubare samelewings en natuurlikehulpbron-bestuur. Die
ekologiese uitdagings word vererger deur kinders se toenemende onverskilligheid en afsydigheid
teenoor die wonders van die natuurlike wêreld, wat generasies van ekologies onbewuste burgers,
sowel as ’n ongebalanseerde ekosisteem tot gevolg het. Dit is voorts duidelik dat die huidige
ekologiese krisis, laer inkomste groepe en die jonger generasie die ergste raak. Teen hierdie
agtergrond, moet ons onsself afvra, hoe die onmiskenbare en ontvouende ekologiese krisis
omgekeer kan word? In hierdie studie word daar ondersoek ingestel na die doeltreffendheid van
ekologie in die vroeë kindontwikkelings- (VKO) stadium, om burgers op te lewer wat volhoubare en
ekologiese ewewig bevorder. Die kernoogmerk is om die huidige tendense in die bestek en inhoud
van, metodologieë vir ekologiese leer te verstaan; sowel as hoe dít ’n pro-ekologiese generasie
help toerus. Daar word gebruik gemaak van ’n literatuuroorsig, ten einde die konsep van
ekologiese-leer in VKO te ondersoek. Die praktiese toepassing daarvan in twee VKO-sentrums,
naamlik die Lynedoch-ekodorp en Campus Kindergarten (CK), wat albei ekologiese leer as ’n
kernaktiwiteit beskou, ondersoek. Aan die hand van die kritiese literatuuroorsig sowel as die twee
gevallestudies, poog hierdie navorsing, om te toon dat VKO-sentrums toenemend ekologiese
praktyke erken. Die onderrig- en leerpraktyke in sulke sentrums beskou VKO as die primêre
stadium wat uiteindelike groei, ontwikkeling en leer bepaal, en dus is dit ’n uiters belangrike
platform om ’n ekologies-bewuste generasie van mentorskap te voorsien. Aan die ander kant is
daar ook gevind dat die skaal waarop ekologiese leer wêreldwyd plaasvind, te klein is om enige
beduidende impak te hê op die skep van ’n generasie wat ingelig is oor ekologie. Daarom word
daar aanbeveel dat daar ’n paradigmaverskuiwing in inhoud en metodologieë moet plaasvind om
ekologiese leer in VKO te prioritiseer as ’n manier om die ekologie te bewaar sowel as volhoubare
ontwikkeling te bevorder. Die studie dui op die volgende; (1) geïntegreerde leer, tesame met
konsekwentheid in die aanbieding van onderwerpe, en die fasilitering van VKOonderwyseropleiding
en–diens; (2) die skakel tussen ekologiese opvoeding en die bydrae wat dit
tot VKO lewer; (3) om nuwe maniere te vind, waarmee daar ’n skakel gevestig, en ‘n verband
getrek kan word, in ‘n post-verbruikers samelewing.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/80069 |
| Date | 03 1900 |
| Creators | Pangeti, Patricia R. R. |
| Contributors | Annecke, Eve, Stellenbosch University. Faculty of Economic and Management Sciences. School of Public Leadership. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xi, 152 p. : col. ill., col. map. |
| Rights | Stellenbosch University |
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