A reflection on research methods that engage young children with environmental sustainability

Abstract

This paper focuses on the participatory research methods used in a study conducted in the field of early childhood education for sustainability (ECEfS), with young children (age 3–7 years) in Malta, which explored their perceptions of environmental sustainability and the influences upon these. Built on the belief that young children are active agents in their own lives, who hold perceptions worth exploring, this paper provides a critical reflection upon conversational interviews with children, photograph interpretation, children’s drawings, children’s interpretations of their drawings, the use of constructivist tools, and methodological and ethical challenges experienced during the research process.