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With the central position the environment is occupying in the global arena, the XEEF as an independent organization wish to make its impacts by involving children in the noble cause to save our environment from degradation, pollution and menace of global warming resulting from climate change by bringing environmental education and awareness to their   minds as well as involving them in various activities that will promote positive attitudes towards our environment e.g. own a tree program, environmental clubs,inter-school environmental debates e.t.c.
We provide materials and logistic support to lovers of environment who wish to participate in the tree planting exercise
We organize seminars and workshop on environment
We promote the development of green environment
Our Own a tree program has boosted Green Power even further by teaming up with the United Nations Environment Program’s Plant for the Planet: Billion Tree Campaign. The global campaign has a target to plant seven billion trees by the end of 2009. In support of this goal, XEEF has planted 5,000 trees by the end of 2009
               

The aim of this program is for school pupils within Nigeria to own at least a tree in their respective locality. It takes just one child and one tree to make the world a little greener and the future a little brighter. That’s the big idea behind own a Tree program.Our strategies include:

 
    Highlighting importance of trees to the environment:

not plant the trees?” It seemed reasonable and doable. Anybody can dig a hole and put a tree inside and water it and nurture it. Something wonderful happens when you plant a seed because;
Trees are micro-climate regulators alleviating the “Greenhouse Effect, as they act as carbon “sinks“, through their shade and transpiration they provide natural “low-tech” cooling thus cooling thus controlling climate change.
 
   
  • Trees also provide a source of fuel. They provide material for building and fencing, fruits, fodder, shade, aesthetic beauty and offered women a small income.
  • Tress helps to filter the Air we breathe because dust particles settle on leaves and branches thereby cleansing the Air.
  • Tree roots bind the soil firmly,help recharge ground water and sustains stream flow thereby reducing soil erosion and surface run-offs
  • Trees are source of food,raw materials for wood,pharmaceutical and herbal medicinal products.
  • Trees takes in co2 during the process of photosynthesis and gives out o2,thereby giving us fresh air to breathe as well as reducing ozone layer depletion.
  • Trees provide beautiful colours thereby beautifying the environment with their green outlook and canopiesTrees are better reservoirs of biodiversity,so,plant a tree today..Read more
 
 
 
Environmental education based on life experiences should begin during the very earliest years of life. Such experiences play a critical role in shaping life-long attitudes, values, and patterns of behavior toward natural environments. Because young children learn about the environment by interacting with it, educators and other adults must attend to the frequency, nature, and quality of child-environment interactions during the early years. Many young children have limited opportunities for such experiences. The rationale for environmental education during the early childhood years is based on two major premises. The first premise is that children must develop a sense of respect and caring for the natural

environment during their first few years of life or be at risk for never developing such attitudes (Stapp, 1978; Tilbury, 1994; Wilson, 1994). The newly-emerging field of early childhood environmental education reflects an increasing awareness that "environmental experience in the critical phase of the early learning years can determine subsequent development in environmental education" (Tilbury, 1994, p. 11) and that the preschool years may "prove to be critical for the environmental education of the child" (Tilbury, 1994, p. 11). The rationale for environmental education at the early childhood level is also based on the premise that positive interactions with the natural environment is an important part of healthy child development (Carson, 1956; Cobb, 1977; Crompton & Sellar, 1981; Miles, 1986/87; Patridge, 1984; Sebba, 1991; Wilson, 1994) and that such interactions enhance learning and quality of life over the span of one's lifetime (Wilson, 1994). Children who are close to nature tend to relate to it as a source of wonder, joy, and awe. Their spirits are nurtured by nature and they discover through it "sources of human sensibility" (Wilson, Environmental education for the early years should be based on a sense of wonder and the joy of discovery. Consistent with this approach, the following guidelines are proposed as a framework for developing and implementing an environmental education program for preschool children....Read more