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1 NURTURING CHILDREN’S BIOPHILIA: DEVELOPMENTALLY APPROPRIATE ENVIRONMENTAL EDUCATION FOR YOUNG CHILDREN
"... Extensive research in children’s development and experience in early childhood education has shown that young children: • Have unique learning styles that match their stages of development, which occur in an orderly sequence during their lives. All domains of development—physical, emotional, social, ..."
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Extensive research in children’s development and experience in early childhood education has shown that young children: • Have unique learning styles that match their stages of development, which occur in an orderly sequence during their lives. All domains of development—physical, emotional, social, language and cognitive—change in a predictable way. • Form their values in their earliest years. The way children learn is completely different than adults. To be effective, children’s environmental education needs to be designed to match children’s developmental needs, interests, abilities and learning styles. Young children are active learners. Their best learning occurs with hands-on, interactive play and discovery rather than on trying to impart knowledge. Young children have a natural curiosity that requires direct sensory experience rather than conceptual generalization. To be effective and engage children based upon their developmental abilities and ways of learning, their hands-on sensory experiences need to be immersive and open-ended rather than structured and scripted. When it comes to environmental education, the best learning environments are informal and naturalistic outdoor nature-scapes where children have unmediated opportunities for adventure and self-initiated play, exploration and discovery. “Childhood has its own way of seeing, thinking and feeling and nothing is more foolish than to try to substitute ours for theirs.”
Construction and validation of an instrument to measure environmental orientations in a diverse group of children
- Environment and Behavior
, 2011
"... An understanding of children’s environmental orientations is of critical imp ortance as opportunities for authentic contact with nature diminish. Current instruments for measuring children’s environmental attitudes are complex, and few have been tested across diverse audiences. This study employed a ..."
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An understanding of children’s environmental orientations is of critical imp ortance as opportunities for authentic contact with nature diminish. Current instruments for measuring children’s environmental attitudes are complex, and few have been tested across diverse audiences. This study employed a mixedmethods approach that included pilot tests, final survey implementation, and interviews to create a survey instrument for assessing the environmental attitudes and awareness of children (N = 254) from different age (6 to 13year olds) and ethnic groups (African American, Hispanic, and White). Reliability and validity analyses indicated the scale was a psychometrically sound method for accurately and efficiently measuring children’s perceptions of nature across a demographic range. Ecoaffinity and ecoawareness emerged as two distinct components of environmental orientations. This new evaluation tool may help educators and researchers examine the ways children perceive the natural world. It may also help to identify cognitive and affective aspects of existing environmental education programs that need improvement.
Forest Schools and environmental attitudes: A case study of children aged 8-11 years
, 2015
"... Abstract: There is growing evidence that children in the UK are suffering from a lack of engagement with nature and the outdoor environment. This paper investigates the attitudes of children towards the natural environment and focuses on Forest School programmes as a mechanism to promote a "pr ..."
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Abstract: There is growing evidence that children in the UK are suffering from a lack of engagement with nature and the outdoor environment. This paper investigates the attitudes of children towards the natural environment and focuses on Forest School programmes as a mechanism to promote a "pro-environmental" attitude. The study identified that there was a statistically significant difference in environmental attitude between groups of children that had participated in a Forest Schools programme and those that had not participated, with children who have taken part in Forest Schools demonstrating a more pro-environmental attitude. Whilst it is recognised that Forest Schools may not be the only factor influencing these attitudes, this is still an important finding that adds to the overall benefits of participation in Forest Schools programmes.
Living Soil and Sustainability Education: Linking Pedagogy and
, 2011
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Richard Louv, Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder
"... “Nature-deficit disorder is not an official diagnosis but a way of viewing the problem, and describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The disorder can be detected in ind ..."
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“Nature-deficit disorder is not an official diagnosis but a way of viewing the problem, and describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The disorder can be detected in individuals, families, and communities.”
Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy
, 2014
"... ii This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods f ..."
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ii This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods for data analysis were used to direct three layers of inquiry around kitchen and garden-based learning: the context, content and characteristics of kitchen and the garden-based learning, the student learning, and the teachers ’ work. Review of the literature indicated significant gaps in understanding how teachers can foster children’s interest in nature, and plan for effective authentic learning experiences in the garden. Through analysis of the literature, together with the perspectives of the Grades 4, 5 and 6 children, and their teachers, key components for authentic, contextualised learning were identified. These included: a real-world context, the opportunity for working as professionals, within a collaborative learning community, work requiring higher-order thinking, ownership of learning and authentic integrated
Illustrations © Denise Fleming. Ensuring That All Children Can Spend Quality Time Outdoors
"... Founded in 2006 by a small group of educators, writers, and community lead-ers who shared a deep concern about children’s disconnection from nature, the Children & Nature Network (C&NN) supports and informs organizations work-ing to reconnect children with nature. The network provides opport ..."
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Founded in 2006 by a small group of educators, writers, and community lead-ers who shared a deep concern about children’s disconnection from nature, the Children & Nature Network (C&NN) supports and informs organizations work-ing to reconnect children with nature. The network provides opportunities for sharing information, success stories, and resources for building community co-alitions to ensure that all children have a chance to experience nature firsthand. The organization’s Web site (www.cnaturenet.org) offers families and educators the latest news and research as well as practical advice, including ways to apply newfound knowledge at home, at school, and in the community. The founders, who now serve on the board of directors, created the Children & Nature Network to raise awareness about the importance of getting children outdoors and engaging them in learning about the environment. C&NN works with other outdoor education organizations to showcase regional and local na-ture education initiatives, but looking beyond formal environmental education efforts, C&NN also has a broader focus on making sure that children have op-portunities to simply play and explore outdoors. One goal of C&NN is to reduce the dispari-ties in children’s outdoor play and the health and mental health outcomes associated with
AN EXAMINATION OF THE ROLE FOR LANDSCAPE ARCHITECTS IN THE NO CHILD LEFT INSIDE MOVEMENT
, 2009
"... ACKNOWLEDGEMENTS First, thank you to my beautiful bride, Patrice, and my precious boys, Addison and Weston. Without your constant encouragement, I could never have completed this chapter of our adventure together. Patrice, your support and sacrifice during these crazy five years have enabled me to p ..."
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ACKNOWLEDGEMENTS First, thank you to my beautiful bride, Patrice, and my precious boys, Addison and Weston. Without your constant encouragement, I could never have completed this chapter of our adventure together. Patrice, your support and sacrifice during these crazy five years have enabled me to pursue my dream and I cannot begin to describe how grateful I am and how much I love you. Addison and Weston, love God, pursue his dreams for your life, and always be willing to learn something new. I extend my sincere appreciation to my professors at UTA who served on my thesis committee: Pat Taylor, my thesis advisor and committee chair, for your encouragement and guidance through the thesis process; David Hopman, for your insight, support, and desire to prepare your students for success in the profession; and, Gary Robinette, for your encouragement, love of the profession, and, especially, for opening my eyes to the incredible breadth and opportunity in the profession of landscape architecture. I would also like to thank the other professors who have contributed to my
SENSES THROUGH NATURAL MATERIALS
, 2009
"... The members of the Committee appointed to examine the thesis of ELIZABETH AUGUSTA JACKSON find it satisfactory and recommend that it be accepted. ..."
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The members of the Committee appointed to examine the thesis of ELIZABETH AUGUSTA JACKSON find it satisfactory and recommend that it be accepted.
