What's new

This article reports part of a year-long, multi-site case study of two Western Australian early childhood teachers working with children aged 5–8. It examined changes in their botanical understanding before and after the Mosaic Approach, botanical practices and Indigenous knowledges were brought into their teaching. The findings suggest that inquiry-based and place-based methods, together with First Nations peoples' perspectives on plants while teaching in the bush, can significantly increase teachers' plant knowledge and their scientific and botanical literacies.

Why it matters in Aotearoa

Teachers in Aotearoa could take a similar approach to local plants by drawing on mātauranga Māori alongside science, with appropriate guidance from mana whenua.

Putting it into practice

Plan regular inquiry sessions in a nearby natural area that focus on local plants. Learn alongside students and, where appropriate, seek local iwi perspectives on those plants.

How strong is the evidence

This is a case study of only two teachers in one region, so the findings may not transfer widely.

What to read

The findings on changes in teachers' botanical literacies.

Who it's for