Fostering Young Children’s Creativity Through Nature-Based Ecoprint Activities

Abstract

Nature-based learning provides young children with opportunities to explore their surrounding environment through direct and meaningful experiences. This study aimed to examine children’s participation and creative experiences during a nature-based ecoprint activity. The activity involved children aged 4–5 years in selecting natural materials, arranging leaves and flowers, preparing the materials, carrying out the pounding process, and observing the resulting motifs on tote bags. The findings showed that the children demonstrated positive engagement from the preparation stage and participated throughout the ecoprint process. Variations were observed in the types and quantities of natural materials brought, the ways children arranged the leaves and flowers, and the motifs produced on their tote bags. Some children were able to arrange materials independently, while others required guidance. Although several children showed signs of fatigue during the relatively lengthy pounding process, most continued the activity with assistance from teachers and university students. The appearance of the motifs was accompanied by expressions of happiness and pride. These findings indicate that nature-based ecoprint activities can provide a concrete and creative learning experience by allowing children to explore natural materials, make choices, express ideas, and participate directly in an artistic process. The activity can therefore serve as an alternative nature-based learning experience in early childhood education.