LINKING CLIMATE CHANGE TO HEALTH AND WELLNESS OF EARLY CHILDHOOD LEARNERS
Abstract
The study investigated the role of early childhood learners in the broader climate change, health and wellness ecosystem and assessed the impact of climate change on the health and wellbeing of early childhood learners. It is premised on the backdrop that children are particularly susceptible to environmental influences, which have a profound impact on their health and overall well-being. It was guided by the critical theory, constructivism and pragmatism. The study utilised preferred reporting items for systematic reviews and meta-analyses (PRISMA). Inclusivity and exclusivity criteria were followed, covering publications between 2014 and 2023. A total of 15 papers were sampled, comprising 10 empirical, 1 systematic review and 4 conceptual. Results show that many studies highlight the adverse effects climate change has on early childhood learners, bringing significant threats to their health and wellness. Findings point to the indirect effects of climate change on early childhood education and nutrition. The author agrees with most findings that stress the importance of teaching early childhood learners about climate change, health, and wellness requires age-appropriate strategies. Introducing gardening projects at school or home can teach children about the importance of growing their own food, discussing the importance of conserving resources like water and energy, engaging in activities like creating crafts from recycled material or conducting clean-up drives in the local community. The study proposes that the government, institutions of learning and the community should enhance healthcare systems, adopt community-driven adaptation strategies, integrate climate education into the ECE curriculum and support SDGs promoting early childhood education and development (ECED).
Article visualizations:
Keywords
Full Text:
PDFReferences
Al-Turkait, F., Al-Awadhi, A., & Al-Saleh, M. (2019). Study of MTHFR C677T Polymorphism and Associated Oxidative Stress Biomarkers among Autism Spectrum Disorder Patients in Jordan. Journal of Autism and Developmental Disorders, 49(9), 3484–3495. https://doi.org/10.1007/s10803-019-04122-1
Ayasrah, M.N., Beirat, M.A., & Alkhawaldeh, M.A. (2023). Parental Adjustments to the Behaviour of Children with ASD. Clinical Schizophrenia & Related Psychoses, 17. Retrieved from https://www.clinicalschizophrenia.net/articles/parental-adjustments-to-the-behaviour-of-children-with-asd.pdf
American Academy of Pediatrics (AAP) (2015). A global climate change and children’s health. Pediatrics, 136(5), 992-997. https://doi.org/10.1542/peds.2015-3233
Banda, S. & Mpolomoka, D.L. (2018). Culturally relevant education and training for communities: A review. African Educational Research Journal, 6(2), 88-93.
Banda, A. and Mpolomoka, D.L. (2023). A Critique of the Southern African Development Community’s Protocol on Education and Training. In M. Makua & M. Akinlolu (Eds.). (2023). Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development. IGI Global. https://doi.org/10.4018/978-1-6684-7059-6
Berry, H.L., Bowen, K. & Kjellstrom, T. (2010). Climate change and mental health: A casual pathways framework. International Journal of Public Health. 55(2), 123-132. https://doi.org/10.1007/s00038-009-0112-0
Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-28. Retrieved from https://eric.ed.gov/?id=EJ822027
Chanda, C.T., Mpolomoka, D.L., Sylvester, C., Madoda, D. & Sain, Z.H. Mwila Mwenda Gilbert, (2024). The Impact of Globalization on National Governance and Development. International Journal of Current Business and Social Sciences. 10 (3), 01-19, 2.
Charity, T.M & Webby, M. (2023). The impact of climate change on quality education delivery: a case study of four selected secondary schools in Kabwe District, Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 7(5), 1588-1594. Retrieved from https://ideas.repec.org/a/bcp/journl/v7y2023i5p1588-1594.html
Chawla, L. (2015). Benefits of nature contact for children. Journal of planning literature, 30(4), 433-452. https://doi.org/10.1177/0885412215595441
Chirwa, E., Mpolomoka, D.L., Muvombo, M. and Chikopela, R. (2024) Establishing a Measure of Educational Attainment: Using the Zambia Neurobehavioural Test Battery. Open Access Library Journal, 11, 1-15. doi: 10.4236/oalib.1111870.
Chitondo, L. & Chanda, C.T. & Mpolomoka, D.L. & Ngulube, L. (2024). Disaster management and mitigation strategies in Zambia: A systematic review. World Journal of Advanced Research and Reviews. 21. 2403-2420. https://doi.org/10.30574/wjarr.2024.21.3.0995
Clayton, S., Manning, C.M., Krygsman, K., & Speiser, M. (2017). Mental health and our changing climate: Impacts, implications, and guidance. American Psychological Association and Ecoamerica. Retrieved from https://www.apa.org/news/press/releases/2017/03/mental-health-climate.pdf
Costello, A. (2018). The Lancet Countdown on health and climate change: From 25 years of inaction to a global transformation for public health. The Lancet, 391(10120), 581-630. Retrieved from https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(17)32464-9/abstract
Chawla, L. & Cushing, D.F. (2007). Education for Strategic Environmental Behaviour. Environmental Education Research, 13(4), 437-454. https://doi.org/10.1080/13504620701581539
Domingues, J.M. (2023). Critical theory and Climate Change: Collective Subjectivity, evolution, and modernity. https://doi.org/10.1007/s1076-023-09462.
Edwards, C.P. (2012). Promoting social and emotional learning in young children: the role of mental health consultants in early childhood programs. Early childhood education journal. 40(1), 13-21.
Ernst, J. & Theimer, S. (2017). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research.17(5), 577-598. https://doi.org/10.1080/13504622.2011.565119
Gonzales-Gaudiano, E., Meira- Cartea, P.A. (2014). Climate change education and communication: A critical perspectives on obstacles and resistances. In Jickling, B. (Ed.), pp 229-243. Retrieved from https://www.researchgate.net/publication/267451834_Climate_Change_Education_and_Communication_A_Critical_Perspective_on_Obstacles_and_Resistance
Hickman, L. & Ashworth, P. (2014). Exploring the impacts of climate change on children: The role of education. Environmental Education Research. 20(4), 438-459.
Hainess, A., Ebi, K., Smith, K.R., Woodward, A.M. & Campbell-Lendrum, D. (2020). Health risks of climate change: Act now or pay later. The Lancet, 6736(19), 30725-6. https://doi.org/10.1016/s0140-6736(14)61659-7
IPCC. (2021). Climate Change 2021: Impacts, adaptation, and Vulnerability: contribution of working group ii to the sixth assessment report of the intergovernmental panel on climate change. Retrieved from https://www.ipcc.ch/report/ar6/wg2/
Kabwe, C. (2021). Climate change impacts on children in Zambia: A review. Zambia Environmental Health Journal, 15(2), 45-56.
Kousky, C. (2016). Impacts of Natural disasters on children. Future of children. 26(1), 73-92. Retrieved from https://files.eric.ed.gov/fulltext/EJ1101425.pdf
Littledyke, M. (2018). Science education for environmental awareness: Approaches to integrating cognitive and affective domains. Environmental Education Research. 14(1), 1-17. Retrieved from https://psycnet.apa.org/doi/10.1080/13504620701843301
Mbewe, D., Ngoma, M. & Chileshe, E. (2019). Assessing the impacts of climate change on early childhood development in rural Zambia. Journal of African Environmental Studies. 8(1), 23-38
McCurdy, L.E., Winterbottom, K.E., Mehta, S.S. & Roberts, J.R. (2018). Using nature and outdoor activity to improve children’s health. Current problems in pedriatic and Adolescent Health Care, 40 (5), 102-117. Retrieved from https://doi.org/10.1016/j.cppeds.2010.02.003
Mpolomoka, D.L. (2021). Using Participatory Approaches to Improve Environmental Sustainability in selected parts of Zambia. Mulungushi University Multidisciplinary Journal, 2(1), 1-11
Mpolomoka, D.L., Changwe, Kasote, V., Chikopela, R. and Mwinsa, G.M. (2024). Health Concerns in Early Childhood Education Centres: Scenarios in Selected Schools in Zambia. Accessible at: https://essa-africa.org/node/1945
Mpolomoka, D.L., Maputa, S.C., Mushibwe, C., & Banda, S. (2024). Climate Change Resilience of Single Female Headed Families in Mongu District, Western Zambia: Adult Educators Applying a Feminist Lens. In K. Shukla, Y. Patil, R. Estoque, & P. López de Haro (Eds.), Quality of Life and Climate Change: Impacts, Sustainable Adaptation, and Social-Ecological Resilience (pp. 350-371). IGI Global. https://doi.org/10.4018/978-1-6684-9863-7.ch017
Mwinsa, G.M., Chikopela, R. and Mpolomoka, D.L. (2024). Early Childhood Children through Teacher Responding to Learning Needs of Early Childhood Children through Training in Zambia. Accessible at: https://essa-africa.org/node/1938
Ngambi, S.N., Kabika, M.N., Moonga, A.L.H., Chikopela, R., Moonga, M.S., & Mpolomoka, D.L. (2020). Co-curriculum responsiveness for adaptability and challenges for teachers in hard-to-live areas of Mkushi and Luano districts, Zambia. Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1(1), 71-86. https://doi.org/10.12345/zjemal.2020.01105
Ngulube, L., Thelma, C.C., Gilbert, M.M., Sylvester, C., Mpolomoka, D.L., & Mulenga, D.M. (2024). Gender Equality and Economic Growth: A Case of Lusaka District, Zambia. Asian Journal of Education and Social Studies, 50(7), 181-196. https://doi.org/10.9734/ajess/2024/v50i71455
Patel,L, Vincent, J.M., Veidis, E., Klein, J., Doane, K., Hansen, J., Lew, Z. & Yeghoian, A. (2023). A call to action: Climate Resilient California Schools. Safeguarding Children’s Health and opportunity to learn in TK-12. Palo Alto, CA: Stanford University.
Prunea, D., Doyon, A., Langis, J. & Ouellet, E. (2014). The active engagement of young people in environmental action. Canadian Journal of Environmental Education, 8(1), 135-146.
Rice, M.B., Thurston, G.D., Balmes, J.R. & Pinkerton, K.E. (2018). Climate Change: A global threat to cardiopulmonary health. American journal of respiratory and critical care medicine, 198(6), 687-688. https://pmc.ncbi.nlm.nih.gov/articles/PMC3977715/
Saeed, A., Huma, A. & Farhad, A. (2024). Understanding early childhood educators’ perspectives on climate change education case study from Karachi, Pakistan. Pakistan Journal of Educational Research, 7(1), 100-118. Retrieved from https://pjer.org/index.php/pjer/article/view/1035
UNICEF (2024). Rising heat, drought and disease: Climate crisis poses grave risks to children in eastern and southern Africa. https://www.unicef.org/zambia/press-releases/rising-heat-drought-and-disease-climate-crisis-poses-grave-risks-children-eastern.
UNICEF (2021). Unless we act now: the impact of climate change on children. Available at: https://www.unicef.org/reports/unless-we-act-now-impact-climate-change-children
World Health Organisation (2021). Children’s environmental health. Available at: https://www.who.int/teams/environment-climate-change-and-health/air-quality-and-health/health-impacts/children
World Health Organisation. (2022). Why mental health is a priority for action on climate change. Why mental health is a priority for action on climate change (who.int)
Wang, J.X, Liu, XQ. (2024). Climate change, ambient air pollution, and student’s mental health. World J Psychiatry (14(2). https://doi.org/10.5498/wjp.v14.i2.204
World Health Organisation (2018). Climate Change and Health. Retrieved from: https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health.
Wake, S.J. (2021). The Slow School: A Pedagogy of Food. Australian Journal of Environmental Education, 28(2), 113-121.
Wilson, R.A. (2021). Nature and Young Children: Encouraging creative play and learning in natural environments. Routledge. Retrieved from https://www.routledge.com/Nature-and-Young-Children-Encouraging-Creative-Play-and-Learning-in-Natural-Environments/Wilson/p/book/9781138553347?srsltid=AfmBOooHFH6W8Le1eh7A_cl5Uip3nVX5KfIiCvcYOmJp7kaMhQ1L2BrX
DOI: http://dx.doi.org/10.46827/ejphs.v8i2.212
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Daniel L. Mpolomoka
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2019 - 2026. European Journal of Public Health Studies (ISSN 2668-1056/ISSN-L 2668-1056) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.
