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A framework for supporting botanical literacies in Early Childhood Education

Beasley, K. (2021) A framework for supporting botanical literacies in Early Childhood Education. In: 36th WAIER Research Forum: Research, Reflect, Redirect, 7th August 2021, University of Notre Dame, Fremantle


This presentation shares a PhD research project on botanical literacies in Early Childhood Education (ECE). Although young children in ECE in Australia are often involved in learning in outdoor natural environments, research on their knowledge and attitudes towards plants is limited. Botanical literacies in young children involves developing knowledge and curiosity about plants, formulating questions about plants, and critically and ethically thinking about plants and their environments. The study explored young children’s knowledge and attitudes of the flora in the native bushlands on their school grounds. A total of 41 children, aged five to eight from two schools in Western Australia were involved in the research over one school year. Fortnightly visits to the school bushlands with the lead researcher involved bush walks, informal and formal conversations about plants, children creating drawings, maps and taking photos, as well as visits from local Indigenous people to share Indigenous knowledge of the plants. The data was analysed using content analysis and a revised version of Uno’s (2009) levels of botanical literacies. The results of this research led to the development of a framework for developing botanical literacies in ECE.

Item Type: Conference Paper
Murdoch Affiliation(s): Education
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