Research on Factors of Fun Activities Affecting the Sustainable
Environmental Behaviour of Preschoolers
(From 3 to 6 Years Old)
TRAN THI KIM YEN, NGUYEN THANH HUYEN, NGUYEN VIET HIEN, DANG VAN PHUC
University of Education Vietnam National University,
144 Xuan Thuy Street, Cau Giay, Hanoi,
VIETNAM
Abstract: - Fun activities are the main activities of preschoolers; they are also a path, method, and means of
conducting comprehensive education for preschoolers (from 3 to 6 years old), including education on
sustainable environmental behaviour. This research aims to point out the factors of fun activities that affect and
influence the formation and development of sustainable environmental behaviour of preschoolers. The author,
in this research, surveyed 300 preschool teachers in Hanoi and directly observed 156 preschoolers in 11
preschools in Hanoi to collect data and used exploratory factor analysis (EFA) to analyse the data. The research
found that there are 3 factors of fun activities that affect the awareness, attitude, and sustainable environmental
behaviour of preschoolers, including: Contents of fun activities related to environmental education and
environmental protection, Rules of the game on environmental education and environmental protection, and
Specific actions on environmental education and environmental protection. The research also pointed out the
fundamentals of sustainable environmental behaviour, which are environmental awareness, attitude towards the
environment, and environmental protection acts. The research findings are expected to provide the basis and
reference for further research on the impacts of fun activities on the formation and development of sustainable
environmental behaviour of children aged 3 to 6. Thereby, the author recommends that preschools should
design and build in the direction of integrating fun activities related to environmental education and
environmental protection with other educational contents and activities in preschools; and simultaneously guide
preschoolers to understand the specific regulations when participating in fun activities related to environmental
education and innovative methods to organise and implement fun activities related to environmental education
in the direction of allowing children to directly experience and perform environmental protection behaviours.
Key-words:- Fun activities; sustainable environmental behaviour; preschoolers; early childhood education;
target of skills-behaviours; target of attitude-sentiment.
Received: July 28, 2022. Revised: November 11, 2022. Accepted: December 23, 2022. Published: February 7, 2023.
1 Introduction
In recent years, education on sustainable
environmental behaviour has been discussed in
many different fields of social life, including
educational science. Education on sustainable
environmental behaviour has been recognized as a
target and goal of various educational activities.
Several educational scientists believe that it is
required to conduct education on sustainable
environmental behaviour from an early age,
especially the preschool age from three to six years
old on a regular and continuous basis and in
association with environmental protection
practices. This comprehensively affects the
awareness, attitude, and behaviour of preschoolers.
At the preschool age, fun activities are chosen as
the best and most effective means and way to
conduct education on sustainable environmental
behaviour for preschoolers by educators and
preschool teachers. The regular, continuous, and
comprehensive impacts of fun activities related to
environmental education on new awareness,
attitudes, and behaviours can form sustainable
environmental behaviours in preschoolers.
2 Theory of Fun Activities
Fun activities are particularly important for
preschool children aged from three to six. These
activities related to education on awareness and
behaviour to protect the surrounding environment
are believed to help them develop social skills.
Through plays, children will learn how to
communicate, share and support each other and
improve their awareness in the process of exploring
the world around them, [6]. In fact, the relationship
between adults and children is disproportionate, as
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.8
Tran Thi Kim Yen, Nguyen Thanh Huyen,
Nguyen Viet Hien, Dang Van Phuc
E-ISSN: 2224-3496
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adults hold most of the power, knowledge, and
expertise, making it impossible for children to
request adult contributions. In peer interactions,
children will have a more balanced relationship, so
it is easier for them to challenge mutual
contributions during play. This is only possible in
fun activities. Fun activities are a favourable
opportunity for children to demonstrate their
positive environmental behaviour. It is in the
process of playing where children can easily
acquire a number of socio-cultural experiences,
which are a form of life organisation and means to
form children's society and give rise to their
friendship. Fun activities are exceptionally
important in the life of children. The way children
perform in their fun activities may later be reflected
in their performance at work. Thus, it is the skills
that children are trained through fun activities that
influence the formation of their future working
skills, [5].
According to educators, [1], play is the work of
a child. In the Montessori education method,
children's playtime is the time when children learn
and imagine. Plays, through different ways,
reproduce activities performed in everyday life.
Children use their own ways to experience life,
hence, teachers should cooperate to help them learn
and develop.
In children’s playing process, it is necessary to
help them understand and follow the principles and
rules of the game, and also reinvent the principles
and rules of the game and situations that reflect the
children’s own socio-cultural world, where they
learn to make social principles, strongly cooperate
with others, and promote appropriate social
behaviour, [4].
In games, especially thematic role-playing
games, a children's society is formed naturally. The
games have the ability to "stick" children together
and create opportunities to practice sustainable
environmental behaviours. While working together,
children should know how to cooperate with each
other, [4]. Play is the main activity of preschoolers,
and the balanced and flexible role change in games
provide the basis and foundation for the
development of children in line with the future
situation and circumstances, [2]. Symbolic function
is an essential play behaviour of thematic role-play
games. Such symbolic elements are usually role
playing and manipulating that role. Symbolic
behaviour in children's thematic role-play games
includes such elements as (1) one object as a
symbol to represent another, (2) a symbolic act
with the substitute, (3) the act of impersonating
someone else (or pretending to be someone else),
and (4) the ability to play situations or imaginary
play situations, [3].
3 Theory of Sustainable
Environmental Behaviour Education
According to [7], environmental education for
people in general, and children in particular, plays a
very important role in providing solutions to
protect the environment and create sustainable
development for human society, [7]. In their
research, the authors introduced the concept of
"sustainable environment behaviours" which are
roughly regarded as sustainable environmental
behaviours. He interpreted the positive correlation
among the concepts: environmental awareness,
environmental skills, and attitude towards the
environment, [7]. The results of scientific surveys
and experiments revealed that education on
sustainable environmental behaviours is a global
issue, not the sole responsibility of each individual,
organisation, or country.
Although the concern about the environment
has never been so profound in developing
countries, this practice may not be translated into
environmentally responsible behaviour. One of the
possible reasons for the gap between attitudes and
behaviours is a general concern for the living
environment with a sense of hopelessness and an
inability to turn such concern into action.
Environmental education may play a core role in
the solution of this issue if it empowers people to
adopt a “sustainable” behaviour and to make
decisions that benefit the environment, [7].
However, no clear explanation has been given for
the gap between possessing environmental
knowledge and environmental awareness and the
manifestation of environmental protection
behaviours, [9].
There is a positive relation or positive
correlation between environmental knowledge and
students' attitudes towards the environment. As
shown by the authors, students majoring in the
environmental field obtain more understanding and
environmental attitudes in comparison with
students of other majors. The authors discussed the
relation among knowledge, attitudes and behaviour,
and the influence of fundamental factors on
students' ability to understand the environment.
Attitude is one of the most important, but
controversial, factors influencing one’s behaviours.
There is a relatively high positive correlation
between students' environmental attitudes and the
overall behavioural environment, and students'
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Tran Thi Kim Yen, Nguyen Thanh Huyen,
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limited ability to practice environmentally
responsible behaviour, [13]. Environmental
knowledge is the foundation of attitudes and
behaviours toward environmental sustainability,
[14].
4 Theory of the Impact of Fun
Activities on Sustainable
Environmental Behaviour Education
The practice of early childhood education shows
that the three factors (environmental awareness,
attitude towards the environment, and behaviour
towards the environment) are correlated with each
other, but the degree of correlation will be varied.
The environmental attitudes and responsible
environmental behaviours of preschool teachers
have a low correlation, while the responsible
environmental behaviour and scientific attitude
have a significant correlation, [8].
Over the past three decades, human behaviours
have become alarmingly energetic toward
environmental sustainability. One of the most
influential environmental initiatives to protect and
raise environmental awareness (including
perceptions, attitudes, and behaviours) is the solid
strengthening of preschools, primary, and
secondary schools about environmental education.
To be more specific, the content of environmental
behaviour education should be conducted from the
lowest and first level of education - preschool.
Environmental behaviour education must be
conducted regularly, continuously, and persistently
to form sustainable environmental behaviours in
preschoolers and students. Environmental
education can play a decisive role, allowing
preschoolers to develop sustainability-conscious
behaviour and make decisions in favour of
environmental sustainability. Preschoolers are
important contributors to the development of
environmental awareness and the promotion of
environmentally responsible behaviours, [12].
Environmental education at preschools targets
knowledge, skills-behaviours, and attitude-
sentiment. Fun activities have many favourable
conditions in environmental education for
preschoolers because they are the main activity of
this age group, have strong emotional impacts, and
are suitable for age-psychological characteristics.
There are several sustainable environmental
behaviour education solutions to be implemented
including (1) making environmentally themed play
plans, (2) collecting familiar games related to the
environment, (3) building an environment and rules
of games related to environmental education, (4)
creating problematic play situations related to
environmental themes, (5) rotating roles and
switching members among groups, with emulation-
reward while playing, and (5) monitoring and
moulding children play in conformity with the rules
and environmental themes, [5].
Thus, fun activities, especially thematic role-
play games, play an important role as a path and
effective means of forming children's personality as
well as effective means of forming sustainable
environmental behaviours. However, there are few
studies that specifically address the development of
sustainable environmental behaviour through fun
activities. The education on sustainable
environmental behaviours for preschoolers should
be done through children's educational activities at
any time of fun activities.
5 Description of the Research Sample
and Research Methods
In this research, the author used a mixture of
different research methods. However, Exploratory
Factor Analysis (EFA) was the key method through
surveying and investigating 300 preschool teachers
in Hanoi and directly observing 156 preschoolers in
11 preschools in Hanoi. The details of the teachers
attending the research were presented in the Table
1. Similarly, a presentation of a suitable
environmental behavior is depicted in Figure 1.
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Table 1. Gender of teachers participating in the research
Gender
Quantity
Ratio
Male
0
0
Female
300
100
Total
300
100.0
Table 2. Training qualifications of teachers participating in the research
Quantity
Ratio
48
16.0
56
18.7
159
52
37
12.3
300
100.0
Table 3. Gender of preschoolers participating in the survey
Gender
Quantity
Ratio
Male
75
48.1
Female
81
51.9
Total
156
100.0
Table 4. Distribution of preschools participating in the research
Quantity
Ratio
5 schools
45.4
2 schools
18.2
2 schools
18.2
2 schools
18.2
11 schools
100.0
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Fig. 1: Presentation of a suitable environmental behavior
As shown in the Table 1, among 300 preschool
teachers participating in the research, 300/300
teachers (accounting for 100%) are female and
there are no male teachers. This is a typical feature
of Vietnam's early childhood education, where
child rearing and care are rarely reserved for men.
Table 2 indicates that the majority of preschool
teachers participating in the research holding
undergraduate degrees were 159/300 attendants
(accounting for 52%). The remaining preschool
teachers obtained intermediate, college, and
graduate degrees. The number of preschool
teachers with graduate qualifications was the
lowest in the sample with 37/300 individuals
(accounting for 12.3%).
Table 3 showed that among the children
participating in the survey, the majority of children
were girls with the number of 81/156 children
(accounting for 51.9%). However, this difference is
not large, only 3.8% compared to boys.
Table 4 showed that Nam Tu Liem district has
the largest number of preschools participating in
the research with 5/11 schools (accounting for
45.4%). The remaining districts (Bac Tu Liem,
Hoan Kiem, and Cau Giay) had the same number
of preschools participating in the research with two
schools each (accounting for 18.2% each).
The research team provided an overview of
several research projects on sustainable
environmental behaviour education through fun
activities and identified the inherited contents as
well as building the research model as follows:
From the research model, the authors designed
questionnaires and administered a survey to 300
preschool teachers. The questionnaire included
personal information, an open question system
(including eight questions), and 30 closed questions
with a 5-degree Likert scale. The obtained results
were then cleaned and put into SPSS version 25.0.
The interpretation of reference sources and coding
of variables are shown in the following table:
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Table 5. Interpretation of Reference Sources and Coding of Variables
No.
Content of variables and reference sources
Coding of
variables
Independent variable: Fun activities
1
Topics related to environmental education, [1], [5], [8], [9]
CDMT1-3
2
Children's dialogue related to the environment, [5], [7], [14]
LTMT1-2
3
Other games related to the environment, [3], [5]
TCK1-2
4
Rules of the Game, [5], [10]
QDLC1-3
5
In-game rewards/punishments, [3], [5]
TPTC1-2
6
Children experience environmental protection simulation, [1], [5], [14]
TNMT1-3
7
Children proactively, actively and creatively participate in games, [1], [3], [5]
CDTCST1-4
8
Children are encouraged and inspirited to participate, [1], [3], [5]
DVKL1-2
Number of variables: 21
Dependent variable: Sustainable environmental behaviour
9
Environmental awareness, [11], [12], [13]
NTMT1-3
10
Attitudes towards the environment, [11], [12], [13]
TĐMT1-3
11
Environmental protection acts, [11], [12], [13]
HĐMT1-3
Number of variables: 09
Total: 30 variables
Table 6. Cronbach's alpha analysis results
No.
Factors
Number of
observed
variables
Cronbach’s
Alpha
Corrected Item -
Total Correlation
1
Content of
environmental games
7
0.734
0.360-0.616
2
Rules of environmental
games
5
0.907
0.444-0.767
3
Methods to organise
environmental games
9
0.958
0.827-0.877
4
Sustainable
environmental
behaviour
9
0.918
0.457-0.802
(Source: SPSS version 25.0)
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The authors assessed the quality of the scale for the
researched variables. The results showed that the
Cronbach’s alpha of the factors ranged from 0.734
- 0.958,
and the corrected item-total correlation ranged
from 0.360 - 0.877. If the variable types were no
bigger than Cronbach’s alpha, it meant that the
scale has high reliability.
As the scales had high reliability, the authors used
the obtained results to conduct EFA to identify the
factors of the independent variables and the
dependent variables in the research model.
For the sample size of 300, the factor loading
was more than 0.4. The EFA results for the
independent variables of the rotated component
matrix showed that the factor loading was all
greater than 0.4, and there were three groups of
factors which are the content of environmental
games, rules of environmental games, and methods
to organise environmental games.
Table 7. Exploratory Factor Analysis (EFA)
Rotated Component Matrixa
Variables
Component
1
2
3
CDMT1
.912
CDMT2
.897
CDMT3
.890
LTMT1
.867
LTMT2
.853
TCK1
.851
TCK2
.825
QDLC3
.762
QDLC1
.752
QDLC2
.750
TPTC2
.725
TPTC1
.698
TNMT1
.836
TNMT3
.823
TNMT2
.799
CDTCST2
.763
CDTCST1
.566
CDTCST4
.821
CDTCST3
.804
DVKL1
.783
DVKL2
.779
CDTCST2
.766
Eigenvalues 22.705 22.705 22.705
Total variance explained 17.525 34.283 49.403 74.897
KMO parameter: .964
Barlett test:
Chi-Square: 8164.519
Df: 741
Sig: .000
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalisation.
a. Rotation converged in 6 iterations.
(Source: SPSS version 25.0)
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The results of the rotated component matrix for
the dependent variables showed that all of the 21
observed variables which were grouped by factors
had a Factor Loading of more than 0.4. The authors
used Exploratory Factor Analysis (EFA) to identify
the three factors affecting the sustainable
environmental behaviour of preschoolers belonging
to independent variables. The factors were as
follows.
Factor 1 – Content of environmental games:
The theme of preschoolers' play and their dialogue
in the play must be related to environmental
education; other games (learning, movement) are
integrated and related to the environment.
Factor 2 – “Rules of environmental games”:
Preschool teachers should clarify the rules of the
game to preschoolers and establish a
reward/punishment scheme in the game for
children to follow.
Factor 3 – “Methods to organise environmental
games”: Preschoolers must experience the
environmental protection simulation and be
proactively and creatively involved in the game;
they are encouraged and inspired to participate in
environmental games.
These three factors constituted the independent
variables in the research model. First, fun activities
were organised towards educating preschoolers on
sustainable environmental behaviours. This meant
that preschools should design and organise fun
activities with the view to educating preschoolers
on sustainable environmental behaviours. It is the
most effective way and means to form sustainable
environmental behaviours for preschoolers. It is
required to create many opportunities for
preschoolers to work together, to realise the role
and meaning of sustainable environmental
behaviours in people's lives, to jointly take
responsibility and fulfill environmental education
tasks and ensure environmental friendliness, from
simple to complex actions given by preschool
teachers.
Table 7 illustrated the EFA testing results of
the three factors in sustainable environmental
behaviour. Initially, as presented in the table, the
KMO coefficient was 0.964 (which was within the
range from 0.5 to 1.0); the Barlett’s test value was
below 0.05; the Factor Loading coefficient was
above 0.5; and the Eigenvalues of all three factors
were more than 1.0. These figures indicated the
convergence of the factors, which indicate that the
findings from factor analysis with the data set in
the research were acceptable. Secondly, as the total
variance explained was 74.897%, well above 50%,
the factor analysis model was proved to be suitable.
This also showed that the three above factors were
capable of explaining the variation of the data of
74.897%. In general, the rotation matrix results of
the scales in Table 2 presented 30 observed
variables classified into different independent
factor groups: Content of environmental games,
Rules of environmental games, and Methods to
organise environmental games. In this research, no
item was eliminated as none of them existed in two
factor groups or shifted to another factor group, and
all of the figures were greater than 0.7. Other
observed variables were all suitable to use in EFA.
Compared to previous studies on the same
subject matter, this particular paper demonstrated
three factors affecting the sustainable
environmental behaviour of preschoolers. More
importantly, the research also identified specific
observable variables for each factor. This is
meaningful and important for preschool education
managers and teachers in developing the teaching
curricula, principles, and techniques, which is
effective in forming and shaping sustainable
environmental behaviour of preschoolers.
Moreover, the research indicated observable
variables of the sustainable environmental
behaviour of preschoolers. This provided insight
into education on sustainable environmental
behaviour for preschool education managers and
teachers.
6 Conclusion
Sustainable environmental behaviours of
preschoolers are their positive behaviours towards
the surrounding environment, which include their
love and respect for the environment, acts of
preserving, and cleaning the environment and
fiercely fighting attitude towards the destruction of
the environment. On the other hand, as shown in
other studies, for preschoolers, fun activities are the
main activity of this age group. Therefore, it will be
most convenient and effective to organise fun
activities as a path, means, and tool to educate
children about sustainable environmental
behaviours. The behaviours are involved with
comprehensive and powerful effects on
preschoolers' awareness, attitudes, and behaviours.
In addition, the research findings show that
awareness, attitude, and behaviour are closely
correlated with each other (positive correlation).
Therefore, fun activities must be organised at the
same time or in an integrative way to target the
above three factors. Finally, in preschools, although
fun activities are the main activity, there are many
other activities that should also be taken into
account and combined or integrated with the fun
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ones to educate preschoolers about sustainable
environmental behaviours.
Psychologists and educators have defined fun
activities as the main ones of preschoolers because
they play a decisive role in the formation and
development of children's psychological functions
and affect all other activities of a child. Based on
such roles, many psychologists, educators,
education administrators, and preschool teachers
have used fun activities to carry out tasks with the
view to educating preschoolers on sustainable
environmental behaviours. In order to do so, it is
required to identify and assess how the factors of
fun activities influence preschoolers’ awareness,
attitude, and behaviour about the environment.
Exploratory Factor Analysis (EFA) helped to
identify the three factors with the above impacts,
which are: Content of environmental games, Rules
of environmental games, and Method to organise
environmental games. Investigating these factors,
the author believed that:
First, the theme of the play and dialogues used
in that for preschoolers must be related to
environmental education, and other games (i.e.
learning or movement) are integrated and related to
the environment.
Second, preschool teachers should clarify the
rules of the game to preschoolers, and establish a
reward/punishment scheme in the play for them to
follow.
Third, Preschoolers must experience the
environmental protection simulation, be proactively
and creatively involved in the play; and they are
encouraged and inspired to participate in
environmental games.
Acknowledgment:
This research is funded by VNU-University of
Education under Research Project number
QS.22.02.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The authors equally contributed in the present
research, at all stages from the formulation of the
problem to the final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
Conflict of Interest
The authors have no conflicts of interest to declare
that are relevant to the content of this article.
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