October 10, 2025Perspectives in EducationOpen Access

Re-imagining early childhood education: A Freirean critique of eco-pedagogy’s absence in South Africa’s foundation phase

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This transformative approach integrates eco-pedagogy into early childhood education, enhancing ecological consciousness and agency.
Critiques the limitations of the current CAPS curriculum in promoting environmental awareness, reinforcing a banking model of education.
Proposes play-based activities like gardening and nature walks to link ecological concepts uniquely with learners' lived experiences.
Advocates for a shift to dialogical and inquiry-driven practices among educators, connecting classroom contents to local environmental realities.

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Conceptual analysis of eco-pedagogy's absence in early education, highlighting its pivotal role in South Africa's foundation phase.

Geduld et al. (2025) studied this question.

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