Nature as contents and contexts in children's learning in preschools in Malaysia : a grounded theory study

Abstract

This study aims to develop a substantive framework for a nature-based teaching and learning implementation in preschool education setting in Malaysia. This is to address a major shortcoming that this subject has been under-researched and existing literatures have neglected to account for its current implementation in the Malaysian context. This study attempts to identify the extent and methods used by the teachers to implement nature-based teaching and learning in their classroom teaching practices. It also aims to discover the issues and factors impeding the implementation from the perspectives of preschools teachers, preschools officer, and preschools supervisors. This will enable teachers, academics, readers, policymakers, and stakeholders to understand the situation better and to develop ways to enhance the implementation. Eighteen preschool teachers from public and private preschools in Malaysia, one preschool officer, and three preschool supervisors were involved in this research and they were selected through theoretical and purposive sampling. The Grounded Theory approach was applied in the qualitative research method and the data collection method comprised of semi-structured interviews, non-participant observation, and document analysis. Findings showed that nature-based teaching and learning in preschools in Malaysia is being implemented through nine mediums: lessons about plants, fruits, and vegetables; teach from the preschool garden; nature-based field trips; STREAM/STEM education; hands-on lessons and activities with plants; nature-based art activities; environmental sustainability activities; nature-based program and activities with families and the community; and physical activity through tele-matches and literacy games. The results also revealed four main issues that estranged the venture to integrate natural materials and natural environments in the teachers’ educational practices: namely the technology and threat to children’s relationship with nature and development; the danger of Covid-19 (Coronavirus) which decimates outdoor learning and nature-based activities; the teachers’ preferences for and use of teaching aids and materials; and the teachers’ dilemma in curriculum and teaching practices. The findings highlighted that the challenges to the implementation included: implementation accountability; parental beliefs and attitudes towards nature-based teaching and learning in preschool; conducting nature-based teaching and learning outdoors; managing children’s behavior, safety and security; lack of physical supplies, facilities and natural resources; and time management. Despite these challenges, five key success factors were identified as significantly contributing to the critical success of the implementation, which appeared as teachers’ motivations, accessibility and availability of natural green space and natural materials, good support system (within the preschool community), collaboration with the community, related agencies, and institutions, and encouraging teacher professional development training. Hence, the study has established a substantive framework for the implementation of nature-based teaching and learning in Malaysian preschools. Finally, the research proposed five best practices for successfully implementing nature-based teaching and learning in a preschool setting, including the following: utilizing readily available natural materials in teaching and learning; utilizing the natural environment as a classroom; extending learning beyond the preschool gates; well-planned lesson plans and activities; and safety concerns during the teaching and learning process. By highlighting the current implementation of nature-based teaching and learning in Malaysian preschool education settings, this study helps policymakers, academics, and preschool teachers to better understand the situation and to put great efforts to incorporate nature into preschool teaching and learning in every possible way.