Carbon footprints in the preschool years: What a new Scientific Reports study suggests about teaching sustainability through early science

A newly published paper in Scientific Reports argues that the “carbon footprint” can become a practical, age-appropriate entry point for sustainability learning in the early years, when educators translate abstract ideas into everyday routines such as switching off lights, saving water and sorting waste. Based on interviews with award-winning early childhood science teachers across three Middle East countries, the study proposes a framework for embedding carbon footprint concepts through experiential learning, cultural relevance and consistent practice.

• Start with child-friendly language and relatable examples - Teachers described introducing the idea of environmental impact through familiar daily experiences, keeping explanations concrete and connected to children’s worlds. 
• Build sustainable behaviours through hands-on routines - Waste sorting, conserving energy and reducing waste were repeatedly described as accessible practices that children can participate in and revisit across the week.
• Enrich the learning with stories, games and interactive experiences - The paper highlights the role of interactive resources (including story-based approaches) to support understanding and engagement, particularly when concepts feel abstract.
• Make it regular enough to become habit - Teachers emphasised that one-off “special activities” were not enough. Repetition and continuity were described as the pathway to shifting sustainability from an idea into a routine, supported by reminders and ongoing participation.
• Anchor learning in local and cultural contexts - Participants reported stronger engagement when learning connected to real-life issues experienced by families and communities, such as resource use at home and local transport patterns, rather than generic examples.

• the data relies on teacher self-report, which can introduce bias
• participants were award-winning teachers, which may not reflect typical settings or resourcing
• the study used a single research instrument, limiting cross-checking across data sources. 

• Daily “switch-off” roles (lights, fans, screens) with simple, consistent language about saving energy. 
• Water-wise routines (timed handwashing songs, tap monitors, garden watering plans), revisited weekly so children can notice patterns and progress. 
• Waste audits as investigation: sorting, weighing or counting packaging with a focus on noticing and problem-solving. 
• Transport talk that stays concrete: walking, riding, carpooling, linked to everyday community life, not global statistics. 
• Storying sustainability: picture books, puppet stories and role-play that explore caring for environments and making choices. 
• Home–service partnerships: simple shared challenges, reusable containers, “nude food” days where appropriate, turning off appliances, that invite families in without judgement. 
• Local relevance: connect learning to local weather, water restrictions, waste services, local parks, and community practices, so sustainability is not abstract.