Implementation of Nature-Based Learning to Stimulate Early Literacy and Foster Ecological Literacy in Children Aged 5–6 Years at RA Nawa Kartika VIII Sidolaju

This study aims to describe the implementation of nature-based learning in stimulating early literacy and fostering ecoliteracy among children aged 5–6 years at RA Nawa Kartika VIII Sidolaju. The research employed a descriptive qualitative approach through field studies supported by literature review. The research subjects consisted of children aged 5–6 years and classroom teachers. Data were collected through observation, interviews, documentation, and literature studies. Data analysis used the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The findings revealed that nature-based learning increased children’s active involvement in learning activities through planting activities, environmental exploration, and the use of natural materials as learning media. These activities significantly stimulated children’s early literacy development, particularly vocabulary mastery, speaking skills, phonological awareness, and storytelling abilities. In addition, nature-based learning fostered children’s ecoliteracy by developing environmental awareness, responsibility, and cooperation. Therefore, nature-based learning can serve as an innovative and holistic approach in early childhood education because it integrates literacy development and ecological character building in meaningful learning experiences.