Abstract:
Aotearoa-New Zealand’s unique biodiversity is in peril. In order to help foster the development
of environmentally conscious citizens who are able to understand the complex nature of
ecosystems, including the role animals play in maintaining them, targeted learning programmes
are needed. Young people need to be introduced to complex natural world concepts at an early
age in order to develop kaitiakitanga or stewardship so that we learn to care for our unique
biodiversity. But many of these concepts, such as adaptation, are complex and challenging for
teachers to introduce and teach to young children.
Using an interpretive-qualitative paradigm, I explored how young children could learn about
the adaptations of Aotearoa-New Zealand’s native birds. Ten new entrant (5-years-old) children
engaged in a four-lesson series that used picture books, creation of artworks and a field trip to
a local zoo as they learnt about these birds, their habitats, and their adaptations that help them
to survive. Data were collected from classroom observations, children’s artworks and semistructured
interviews. Deductive data analysis was employed to identify the learning that
occurred.
Findings showed that despite their young age, these children were able to grasp the concept of
adaptation in relation to the birds’ beaks and feet. However, many were unable to understand
the role of a nest in incubation and brooding, instead regarding them as homes and safe places
to live. Four factors were identified that enhanced these children’s learning: the use of picture
books; using artworks; interactions between peers and the teacher; and the zoo visit. The key
role played by the picture books and artworks illustrates the value of integrating arts and science
to develop young children’s understanding of the world around them.
