“We didn’t just teach them about nature – they reminded us why it matters.”
– TANURA student facilitator, UPM Bintulu
IN a world increasingly shaped by climate disruption, ecological degradation, and biodiversity loss, it is no longer enough to view environmental education as an elective reserved for secondary schools or university campuses.
If we are to raise a generation capable of navigating the environmental challenges ahead – and, more importantly, of solving them – then education for sustainability must begin at the very start of the learning journey: in kindergarten.
The Earlier, the Better
Research in developmental psychology consistently shows that early childhood is a critical window for shaping attitudes, behaviours, and values. At this stage, children are naturally curious, empathetic, and open to forming lifelong habits.
Introducing concepts such as caring for animals, protecting trees, or saving water during these formative years lays the emotional and cognitive foundation for responsible environmental behaviour later in life.
But this isn’t just about planting trees or sorting recyclables – although those are great starting points. It’s about cultivating a relationship with nature.
When children explore a garden, observe butterflies, or learn to compost food scraps, they begin to understand their place in a wider ecosystem. And from that understanding grows stewardship.
Global Momentum, Local Models
Around the world, the movement for early environmental education is gaining traction.
In Sweden, children in “forest kindergartens” spend most of their school day outdoors in all seasons, developing not only ecological awareness but also resilience and creativity.
In New Zealand, Māori environmental principles are being integrated into preschool curricula, teaching children to view the land (whenua) as kin.
In South Korea, kindergartens on farms are flourishing, reconnecting children with food systems.
Closer to home, I had the privilege of witnessing similar magic unfold through the TANURA (Tanaman Unggul Rahsia Alam) programme, which was recently held in Bintulu, Sarawak, with the enthusiastic involvement of Diploma in Agriculture students from UPM Bintulu Campus.
Designed to connect young learners with nature through hands-on activities like planting herbs, making herbal soaps, and storytelling, TANURA shows how early exposure to sustainability can spark joy, wonder, and ownership in children.
One child told me, “Pokok itu kawan saya” (“That plant is my friend”) – a simple yet profound insight into the empathy we need more of in environmental discourse.
Education for Transformation, Not Just Information
Environmental education must not be confined to facts and figures. We must go beyond explaining the greenhouse effect or listing endangered species.
Instead, we need to foster critical thinking, systems awareness, and ethical reflection.
Who grows our food? Where does our waste go? Why do forests matter even if we don’t live near them?
By incorporating storytelling, local folklore, traditional ecological knowledge, and culturally relevant practices, we can enrich the learning process while making it more meaningful.
In Sarawak, for instance, tales of the ‘bungai terung’ (jungle flower) or the taboos of harvesting medicinal plants can be powerful tools for ethical engagement and cultural pride.
A Call for Curriculum Change
While global frameworks such as UNESCO’s Education for Sustainable Development (ESD) emphasise the importance of the early years, many national education systems – including our own – still treat environmental education as peripheral or optional.
It is time to rethink our priorities.
We must advocate for environmental themes to be systematically woven into preschool syllabi. Teacher training, learning spaces, and parental engagement must all be reoriented to support this goal.
Environmental education must not be a one-day campaign but a daily lived experience – from nature walks to garden plots, from eco-themed songs to simple classroom rituals like turning off unused lights.
Planting Seeds for the Future
As educators, parents, and policy-makers, we must ask ourselves: what kind of citizens are we raising?
In the face of rising climate anxiety and ecological uncertainty, we owe our children more than just awareness. We owe them empowerment.
By sowing the seeds of environmental responsibility in kindergarten, we are not only nurturing greener habits – we are raising green citizens. And that, ultimately, is the most powerful investment we can make for the planet’s future.
The views expressed here are those of the writer and do not necessarily represent the views of Sarawak Tribune. The writer can be reached at ab_fauziah@upm.edu.my.
SIDEBAR:
Spotlight on TANURA – Growing with Nature in Bintulu
TANURA (Tanaman Unggul Rahsia Alam) is a sustainability-themed education programme recently held in Bintulu, Sarawak, engaging preschool children in nature-based learning with the guidance of Diploma in Agriculture students from UPM Bintulu Campus.
The programme blended hands-on experiences with creativity and play, showing that environmental education can be both fun and meaningful – even at the kindergarten level.
Key activities included:
- Planting herbs: Introducing children to the healing power of local plants
- Making herbal soap: Teaching natural product crafting and hygiene
- Making ice cream: Using local ingredients to connect food with nature
- Fun quiz session: Reinforcing learning through engaging, age-appropriate questions
The joyful atmosphere sparked curiosity, compassion for nature, and a sense of pride among the young participants.
For the university students, it was a valuable experience in environmental communication and community service.
“It’s inspiring to watch children light up when they realise they can grow something, create something, and care for the Earth,” shared one student facilitator.
TANURA proves that sustainability isn’t just taught – it’s felt, experienced, and lived, even in the smallest hands.
