Play Pedagogy and Environmental Exploration through Mangrove Planting Activities for Early Childhood

Abstract

Play-based pedagogy has become an essential approach in early childhood education because it promotes active, meaningful, and developmentally appropriate learning experiences. Integrating environmental exploration into play activities provides children with authentic opportunities to construct knowledge while fostering environmental awareness. This study aims to examine the implementation of play pedagogy through mangrove planting activities as a co-curricular learning experience for young children. A descriptive qualitative research design was employed at Aisyiyah Kindergarten of Wanareja, involving children aged 5–6 years and classroom teachers. Data were collected through participant observation during classroom preparation and field-based mangrove planting activities and analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings indicate that combining classroom instruction, simple scientific experiments, and direct environmental exploration enhances children's cognitive, motor, language, and social-emotional development while strengthening curiosity, collaboration, self-confidence, and environmental responsibility. Authentic interaction with coastal ecosystems also helps children develop a concrete understanding of environmental conservation through meaningful experiences rather than passive instruction. The study concludes that mangrove planting represents an effective nature-based learning strategy that supports holistic child development while cultivating environmental stewardship from an early age.