General Conclusion

This chapter encapsulates the issues discussed in the book regarding the attitudes and emotions of preschool children toward nature, as articulated through their drawings. The book encompasses a diverse range of countries, including Morocco, Indonesia, Iraq, Argentina, and Nigeria, providing a unique insight into the minds of children. It underscores the significance of fostering children’s burgeoning awareness of environmental issues. Moreover, the book advocates for the creation of new discourses and narratives that can engender a more sustainable way of life. It emphasizes the necessity to scrutinize how we construct knowledge about nature, living beings, and ourselves as a species. The book posits that merely deconstructing existing narratives is insufficient; we must also propose viable alternatives, such as drawing, to promote “Early Childhood Education (ECE)” and “Early Childhood Education for Sustainability (ECEfS).” The book asserts that awareness is not merely a state but a process that can be cultivated. It is intrinsically linked to the information available in our societies and the manner in which it is disseminated. In this context, two key concepts frequently discussed in relation to environmental issues are awareness and responsibility. To achieve this aim, the book underscores the role of education, particularly at the kindergarten level, in fostering awareness. Activities such as drawing serve not only as a means of communication but also contribute to children’s development by encouraging them to explore the world around them and understand concepts and values pertinent to their local environment.