Abstract
This paper is focused on young children's concepts about Nature. This issue was observed as a research gap by the science community.
The question "What nature is?" is central to the research. Answers were obtained from 342 children from 21 Czech Kindergartens. 302 preschool children from the sample have an idea of nature and can express it. Qualitative content analysis and comparative analysis (nouns and verbs separately) were done.
Mostly children interpreted nature by lists of objects or as a space or a concrete place. Most of the objects mentioned belonged to living nature. Children use verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison of children's and adults' and pupil's concepts shows children expressed their concepts about nature in similar, but not the same, ways as adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest, an emotional connection to nature, and the joy they have of doing something in nature. Children understand nature more positively (no fear or aversion or an effort to control nature) than adults. Czech children notice more plants and mushrooms than Norwegian children. A similar percentage of Czech and Australian children include people on their lists.
Although certain similarities in children's answers have been noted, each child understands nature individually. Teachers should respect the fact and consider this in environmental and global education. The findings from this research study will result in modifications of how primary teachers in training are introduced to nature protection at the Faculty of Education, Charles University. Research on preschool children's concepts about nature in other countries will be the next step.