Challenges In The Teaching Themes Of Climate Change In Early Childhood Development Schools: A Case Of Rural Areas

Abstract

This conceptual paper seeks to explore the challenges in teaching themes of climate change in Early Childhood Development (ECD) schools located in rural areas. The main question guiding this study is: What are the key challenges faced by practitioners in integrating climate change themes into ECD curricula in rural settings? The study adopts a qualitative approach, with data collection encompassing a literature review of recently published books and articles on the topic. An interpretive paradigm is applied to understand the contextual factors that impact the teaching of climate change in ECD schools. Findings emergent from the literature reveal that rural ECD schools encounter significant challenges like limited educational resources, inadequate practitioner training and a lack of age-appropriate culturally relevant teaching materials. These challenges impede young learners' understanding of climate change and its implications. The study is significant as it contributes to the ongoing discourse on climate change education highlighting the need for targeted strategies to enhance teaching practices in rural ECD settings. The limitations comprise reliance on secondary data which may not fully capture the diverse experiences of practitioners in different rural contexts and the absence of direct empirical data from classroom settings.