Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
1EC633Eco-pedagogical Approach in Early Childhood3+0+03712.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Doctorate's Degree
Department / Program Preschool Education (PhD)
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course By the end of this course, the aim is for students to be able to:
• Explain the theoretical and philosophical foundations of the ecopedagogical approach,
• Evaluate the relationship between environmental education and sustainability in early childhood,
• Analyze nature-based learning approaches,
• Interpret the concepts of ecological citizenship and environmental ethics within the context of early childhood,
• Examine early childhood education curricula from an ecopedagogical perspective,
• Develop ecopedagogical teaching activities and programs,
• Integrate out-of-school learning environments into the educational process,
• Critically examine the relevant literature,
• Acquire skills in ecopedagogical research and project development.
Course Content In the 21st century, issues such as climate change, biodiversity loss, consumer culture, environmental inequalities, and sustainability challenges necessitate the restructuring of education systems. Early childhood, in particular, is a critical developmental period during which children form emotional bonds with nature, shape their environmental attitudes, and lay the foundations for lifelong sustainable behaviors. Therefore, preschool teachers need to master pedagogical approaches that go beyond merely imparting environmental knowledge; they must support skills such as establishing an ethical relationship with nature, fostering critical thinking and ecological awareness, and cultivating a culture of sustainable living. The ecopedagogical approach is a transformative educational philosophy that integrates concepts such as environmental education, critical pedagogy, education for sustainable development, nature-based learning, and ecological citizenship. This approach aims to encourage children to view nature not merely as a subject of study, but as a shared living space. It also fosters the development of children into environmentally sensitive, responsible, and active individuals. Although environmental education initiatives for early childhood are increasing in Turkey, there is a noticeable scarcity of doctoral-level courses that comprehensively address the theoretical foundations, implementation models, curriculum development processes, and research dimensions of the ecopedagogical approach. This course aims to equip doctoral students in preschool education with an academic understanding of the ecopedagogical approach’s theoretical framework, its implications for early childhood education, nature-based learning environments, sustainability-focused curricula, and relevant research methods. Within the scope of the course, students will: The aim is for them to critically analyze the ecopedagogical approach, evaluate early childhood education programs from an ecopedagogical perspective, develop nature-based practices, design original research and projects focused on sustainability, and develop academic competence in the areas of ecological citizenship and environmental ethics in early childhood.
Course Methods and Techniques Each class will begin with the instructor introducing the weekly course content. The teaching process will utilize methods such as critical reading and article discussions, nature observation and fieldwork, project development, and student presentations.
Prerequisites and co-requisities None
Course Coordinator Prof.Dr. Nilüfer Darıca https://profil.hku.edu.tr/akademik/nilufer-darica/ nilufer.darica
Name of Lecturers Prof.Dr. Nilüfer Darıca https://profil.hku.edu.tr/akademik/nilufer-darica/ nilufer.darica
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Environmental Education in the Eco-Schools Program During Early Childhood / Seren Öz / Eğiten Kitap
Course Notes There are no prerequisites.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Final examination 1 % 100
Total
1
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Assignments 2 22 44
Presentation 1 22 22
Final examination 1 32 32
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 It explains the fundamental concepts and theoretical underpinnings of the ecopedagogical approach.
2 It discusses the importance of environmental education in early childhood based on scientific foundations.
3 It analyzes the relationship between education for sustainable development and the eco-pedagogical approach.
4 Compares nature-based learning models.
5 It evaluates the concepts of environmental ethics and ecological citizenship within the context of early childhood education.
6 It critically examines preschool education programs from an eco-pedagogical perspective.
7 Develops ecopedagogical activities and teaching materials.
8 Develops implementation plans for out-of-school learning environments.
9 Prepares research proposals based on an eco-pedagogical approach.
10 Designs original, sustainability-focused educational models for early childhood education.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction to the Course Syllabus and Process You should come to class having done the reading. Course Syllabus
2 Historical and Philosophical Foundations of the Ecopedagogy Approach You should come to class having done the reading. Fikret Berkes (Environment and Ecology); Hüseyin Bayındır (Ecology through Observations).
3 Fundamentals of Environmental Education in Early Childhood You should come to class having done the reading. Seren Öz (Environmental Education in the Eco-Schools Program); Zerrin Mercan, Ebru H. T. Aslışen, Nilüfer Darıca (Nature Education).
4 Education for Sustainable Development and Early Childhood You should come to class having done the reading. Collective (Environmental Education and Sustainability); UNESCO ESD Institutional Resources.
5 Nature-Based Learning Approaches You should come to class having done the reading. Collective (Forest Pedagogy Handbook); Selma Çakar (Forest School Activities).
6 Ecological Citizenship Education You should come to class having done the reading. Alan Bridgewater (Ecological Child);
7 Ecological Ethics and Children ` s Rights You should come to class having done the reading. Fikret Berkes (Environment and Ecology); Zerrin Mercan, Ebru H. T. Aslışen, Nilüfer Darıca (Nature Education).
8 Climate Change Education in Early Childhood You should come to class having done the reading. UNICEF Climate Change Resources; Didem Yıldırım & Mine Bayındır (Ecology).
9 Out-of-School Learning Environments You should come to class having done the reading. Sezgin Sarı (Backyard Activities); Selma Çakar (Forest School Activities).
10 Game-Based and Experiential Ecopedagogical Practices You should come to class having done the reading. Alan Bridgewater (Ecological Child); Sezgin Sarı (Backyard Activities).
11 An Ecopedagogical Analysis of Early Childhood Education Programs You should come to class having done the reading. Seren Öz (Environmental Education in the Eco-Schools Program); MoNE and International Program Documents.
12 Eco-pedagogical Program Development Process You should come to class having done the reading. Collective (Environmental Education and Sustainability); Zerrin Mercan, Ebru H. T. Aslışen, Nilüfer Darıca.
13 Measurement, Evaluation, and Research Approaches You should come to class having done the reading. Academic Article Set and Research Methodology Resources.
14 Student Project Presentations You should come to class having done the reading. Student Project Reports and Presentation Materials.
15 Student Project Presentations You should come to class having done the reading. Student Project Reports and Presentation Materials.

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18
C1 5 4 4 5 3 3 4 3 3 2 2 4 3 4 3 5 3 4
C2 5 4 5 5 4 3 5 4 3 3 3 4 3 5 4 5 4 4
C3 4 4 5 4 4 4 5 3 3 3 3 5 4 4 3 5 4 4
C4 4 5 4 4 5 5 4 4 3 2 3 4 3 4 3 4 4 3
C5 4 3 5 4 3 4 5 3 4 3 3 4 5 4 3 5 4 5
C6 4 4 4 5 4 4 5 4 3 2 3 5 3 4 3 4 4 3
C7 3 5 4 3 5 5 4 3 4 2 4 5 3 4 2 4 4 3
C8 3 4 4 3 5 5 4 3 4 2 4 4 3 4 2 4 4 3
C9 4 4 5 4 4 4 5 5 5 4 4 5 4 5 4 4 4 4
C10 4 5 5 4 5 5 5 4 5 3 5 5 4 5 3 5 5 4

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant