WATER, EARTH, AIR AND FIRE: INVESTIGATIVE PRACTICES AND THE CONSTRUCTION OF SCIENTIFIC KNOWLEDGE IN EARLY CHILDHOOD EDUCATION

Abstract

This article presents and analyses pedagogical practices carried out with 2 to 3-year-old children, organized from the classroom project "One step at a time... the adventure continues in sky, land and sea", structured around the four elements of nature: water, earth, air and (symbolic) fire. The aim was to understand how nature-based sensory experiences foster cognitive, socio-emotional and environmental learning. The research was descriptive-qualitative, using participant observation, field notes and discussion circles as instruments. The theoretical framework articulates contemporary contributions on play, sensory learning, environmental education and pedagogical mediation in early childhood, in light of the Brazilian National Common Core Curriculum (BNCC). Results showed high engagement, vocabulary expansion, initial pro-environmental attitudes and strengthening of affective bonds. It concludes that nature-centered pedagogical practices are relevant ways to integrate care, playfulness and environmental education from early childhood.