Ecological literacy and concepts formation in childhood education through playful activities

Abstract

This study aimed to investigate the concept formation involved in the study of food chain by utilizing the vygotskian referential and playful activities. The teacher-researcher planned the activities that were experienced by a group of children in an elementary school aged 4 to 5. The topic chosen intended to support ecological literacy and the construction of scientific concepts in children. For the data collect, the study employed diverse instruments of a playful nature, such as theatre, games, drawings, and video-recorded interviews. The study showed a generally positive influence of playful activities to develop a perception of belonging to the food chain and becoming aware of the importance of caring for animals in order to preserve life, as well as an evolution inside the phases proposed by Vygotsky.

Keywords

• Ecological literacy
• Concepts formation
• Playful