Summary
This study addresses climate change and children’s education as its research problem, seeking a pedagogical approach for early childhood education teachers within the context of continuing professional development. In the education of children, issues range from the nature deficit to the exposure of children and their families to extreme climate events, such as floods, droughts, and heat waves. However, even though the problem is global, actions that enable the protection of children, their interaction with nature, and their understanding of the challenges faced by the planet are still incipient in their education. Therefore, this research is justified within the field of science and mathematics education, as we consider that this area contributes to the training of teachers of young children, reaffirming that the school is the place for the construction of pedagogical approaches that respect childhood and enable co-participation in building a more humanized world through science.
The research question is defined as follows: How can early childhood education teachers construct a pedagogical approach based on project-based learning that enables learning related to climate change and water resources? Accordingly, the general objective is to develop an investigative process with early childhood education teachers in training, focusing on climate change—specifically on water resources—with the aim of constructing a pedagogical approach for children through project-based learning.
The Historical-Cultural Theory constitutes one of the main theoretical foundations, particularly based on the assumptions of Vygotsky (2015) and Rogoff (2005). Authors such as Louv (2016), Benincá (2016), and Freire (1991) provide a more specific perspective on the issue. Methodologically, the study is qualitative in nature, adopting an action-research approach. Participant observation, field diary records, and photographs were the main research instruments. Continuing education meetings were held with early childhood education teachers, using an investigative methodology based on project-based learning (Barbosa; Horn, 2025).
The Educational Product entitled “Small Hands with Big Attitudes” was systematized in the form of an e-book containing guidelines for teachers on a project-based approach to climate change. Based on the meetings and analysis, the following categories were identified: the reflective teacher, their conditions and conceptions; learning about climate change through project-based methodology; and interaction with nature as a pedagogical approach.
We conclude that the context of early childhood education calls upon adult teachers to consider methodologies that adopt investigation and participation as guiding principles. We emphasize the important concern with climate change and reaffirm that children develop and feel a sense of belonging to nature when they interact with it and with the city as an educational territory, thereby constructing more humanized experiences. We also observed that continuing education is essential for teachers to experience respectful reflective processes, which consequently lead to changes in children’s education. The Educational Product linked to this dissertation is a free and open-access e-book available for download on the website of the Graduate Program in Science and Mathematics Education at the University of Passo Fundo, as well as on the EduCapes portal.