Environmental education helps tamariki, kaiako, and communities to grow their understanding, skills, and motivation to work together to develop solutions, act as kaitiaki (guardians) and advocate for a healthy environment and society. As understanding grows, individuals and communities are empowered to make decisions that are relevant to them. 

The aims of environmental education are to develop tamariki:  

• relationship and connection to the environment and awareness of related issues 
• knowledge and understanding of the environment  
• appreciation of the impact of people on the environment and their responsibilities as kaitiaki (guardians) 
• attitudes and values that reflect feelings of concern for the environment 
• skills needed to identify, investigate, and problem-solve associated with environmental issues 
• sense of responsibility through participation and action as individuals, or members of groups, whānau, or iwi, in addressing environmental issues. 

The concept of sustainability is reflected in the Māori notions of hauora (total wellbeing and balance with nature) and rāhui tapu (conservation).  

The Treaty of Waitangi recognises the special relationship of Māori with the environment. It guarantees Māori undisturbed possession of their lands, forests, rivers and seas, fisheries, and possessions. It promises that the Crown will uphold the rangatiratanga of iwi over their lands and taonga (treasures). For leaders and kaiako, this means a local curriculum inclusive of sustainability needs to acknowledge and respect whanau, hapu, and iwi conservation priorities. The key to this will be establishing and maintaining relationships with these groups over time. 

The Earth’s welfare and wellbeing are in danger. It requires everyday people to take everyday actions to help resolve environmental problems. The notion of this responsibility is reflected in the Māori concept of kaitiakitanga.  

Te Whāriki encourages kaiako to support young children to have “a sense of themselves as global citizens” (p. 12), recognising that “as global citizens in a rapidly changing and increasingly connected world, children need to be adaptive, creative, and resilient” (p. 7).  

There are three integrated key dimensions to environmental education: 

• Education in the environment – for example, visiting a place of environmental interest. 
• Education about the environment – for example, researching places, things, and events (including cultural narratives). 
• Education for the environment – for example, tamariki as active citizens (civic actors) and agents of change taking care of and advocating for a healthy environment and society. 

An example of environmental education for sustainability 

Education in the environment 

Kaiako take tamariki on a planned excursion to the local park. Tamariki explore the environment. Kaiako engage in learning conversations with tamariki during the excursion. For example, talking about; 

• what tamariki have been seeing, hearing, and feeling in the space   
• significant landmarks   
• tangata whenua history  
• local pūrākau (traditional stories) 
• prior experiences in this place 
• how they could care for the environment 
• kaitiakitanga. 

Education about the environment 

Kaiako follow up a conversation regarding the rubbish in the creek. Tamariki had noticed the rubbish when they walked over the bridge to the park. Photographs are displayed for discussion. Kaiako document the tamariki comments. 

Education for the environment 

Through learning conversations with kaiako, tamariki come to understand that the rubbish in the creek is a problem. Kaiako see this as a potential and rich opportunity for tamariki to learn about agency, citizenship, and taking civic action to improve wellbeing for “people, places, and things”.  

The conversations with tamariki (which are documented) become solution focused and draw in the support of whānau.  

They started by talking with tangata whenua about the stream and how they could contribute to caring for it. Then they decided to inform the local council. A photo display, together with a list of the tamariki concerns and ideas for solutions, are sent to the council office.  

Tamariki are informed that the council agree to support a clean-up and have signs erected to care for the waterway. Each time the tamariki visit the park, either with the early childhood service or whānau, they check in on the wellbeing of the creek. 

Enviroschools programme 

Enviroschools provide a programme that any early learning service can join to learn more about developing environmental education for sustainability at their service.

The role of the kaiako is to co-construct learning pathways as tamariki develop working theories in response to the world around them. Kaiako do this by providing experiences and opportunities to develop curiosity, wonder, and inquiry. Kaiako also contribute by igniting and strengthening community connections and projects around environmental sustainability with tamariki. 

Consider these points when incorporating environmental education into curriculum planning. 

Kaiako who implement effective environmental education for sustainability will: 

• grow knowledge and understanding around the benefits of working in collaboration with others 
• include place-based education and understanding of mātauranga Māori in their curriculum design
• keep informed about the impacts of climate change 
• document the process and results.