Re-imagining early childhood education: A Freirean critique of eco-pedagogy’s absence in South Africa’s foundation phase

Abstract

The escalating ecological crisis demands a rethinking of early childhood education, particularly within South Africa’s Foundation phase. This paper presents a conceptual analysis that draws on Paulo Freire’s critical pedagogy, eco-pedagogy, and play-based learning theories to examine the absence of eco-pedagogical practices in current curricula. Despite the Curriculum and Assessment Policy Statement (CAPS) including elements of environmental awareness, its treatment remains largely fact-based and disconnected from learners’ lived experiences. We argue that this approach reinforces a “banking” education model, limiting opportunities for children to develop ecological consciousness and agency. As a theoretical contribution, this paper proposes a framework for embedding play-based eco-pedagogy within the constraints of CAPS by: (a) integrating experiential activities such as nature walks, gardening, and environmental storytelling into life skills; (b) using guided play to link ecological concepts with literacy and numeracy outcomes; and (c) encouraging teachers to adopt dialogical, inquiry-driven practices that connect classroom content with local environmental realities. By situating eco-literacy at the intersection of play, critical pedagogy, and social justice, this paper outlines a transformative approach to early childhood education. The contribution is conceptual and practical: it provides a theoretical rationale for eco-pedagogy in the foundation phase. It illustrates how play can be a pedagogical vehicle for nurturing young learners’ capacity to engage with ecological and social challenges critically.