摘要：This study focused on young children’s understanding of nature, an issue observed to be a research gap in the scientific community. The question “What nature?” is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children’s, adults’, and pupils’ concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Children understood nature more positively (no fear, aversion, or efforts to control nature) than adults. Czech children noticed more plants and mushrooms than Norwegian children. A similar percentage of Czech and Australian children included people on their lists of nature. Although certain similarities in children’s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.
关键词：environmental education; early science education; concept of nature; constructivist theory; early childhood education; preschool children; plant blindness
