Connecting children to nature through residential outdoor environmental education

Mullenbach, Lauren E.; Andrejewski, Rob; Mowen, Andrew J.

doi:10.1080/13504622.2018.1458215

Cited by 48 publications

(30 citation statements)

References 34 publications

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“…Bruni et al (2017) found that only the activity in which children engaged artistically with the natural world, such as narrative writing, art work, and photography, created a positive shift in nature connection. Immersive experiences and free outdoor play were seen as a positive feature by Mullenbach et al (2018) as well as Schneider and Schaal (2017). There was heterogeneity in the types of environments reported, and these environments were idiosyncratic to the location of the study.…”

Section: Length Type Of Intervention and Environmentmentioning

confidence: 96%

Increasing Nature Connection in Children: A Mini Review of Interventions

Barrable

Booth

2020

Front. Psychol.

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Half of the world's population live in the urban environment. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. Due to safety concerns, longer hours in formal education, as well as lack of suitable outdoor environments, children in particular have been found to spend very little time outdoors. We have an opportunity, both timely and unique to have our children (re)connect with nature. Nature connection is a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors. This minireview brings together recent studies that report on interventions to increase nature connection in children. Fourteen studies were identified through electronic searches of Web of Science, Scopus, PsychInfo, ERIC, and Google Scholar. The review aims to offer an overview of the interventions identified, provide a snapshot of the current state of the literature, briefly present themes and trends in the studies identified in relation to nature connection in young people, and propose potential guidelines for future work.

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Section: Length Type Of Intervention and Environmentmentioning

confidence: 96%

Increasing Nature Connection in Children: A Mini Review of Interventions

Barrable

Booth

2020

Front. Psychol.

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“…Most programs that produce significant quantitative gains in nature connection last several days. In different studies, extended time meant 3–5days of immersion in residential field sites (Braun & Dierkes, 2017; Hinds & O'Malley, 2019; Liefländer et al., 2013; Mullenbach, Andrejewski, & Mowen, 2019; Stern, Powell, & Ardoin, 2008; Talebpour, Busk, Heimlich, & Ardoin, 2020), 4 days to 2 weeks enrolled in nature‐based camps or wilderness expeditions (Barton, Bragg, Pretty, Roberts, & Wood, 2016; Collado et al., 2013; Ernst & Theimer, 2011; San Jose & Nelson, 2017), 4 weeks of nature play and learning in a preschool (Yilmaz, Çig, & Yilmaz‐Bolat, 2020), repeated field trips to natural areas (Ernst & Theimer, 2011) and school curricula that last several weeks and include hands‐on nature experiences (Cho & Lee, 2018; Harvey et al., 2020; Sheldrake et al., 2019). But even programs that involved only a day of classroom lessons about forests combined with activities in a forest (Kossack & Bogner, 2012), a few hours of forest exploration (Dopko, Capaldi, & Zelenski, 2019; Schneider & Schaal, 2018) or trips to natural areas or a natural history museum (Bruni, Ballew, Winter, & Omoto, 2018; Crawford et al., 2017; Sheldrake et al., 2019) resulted in immediate significant gains in nature connection scores.…”

Section: Integrating Research On Nature Connection and Coping With Enmentioning

confidence: 99%

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

2020

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Within a generation, children's lives have largely moved indoors, with the loss of free‐ranging exploration of the nearby natural world, even as research indicates that direct experiences of nature in childhood contribute to care for nature across the life span. In response, many conservation organizations advocate connecting children with nature, and there has been rising interest in measuring young people's connectedness with nature, understanding how it relates to their well‐being and stewardship behaviour and creating programs to increase connection. This article reviews the literature on these topics, covering both quantitative and qualitative studies. It notes that this research emphasizes positive experiences and emotions, even as global environmental changes and biodiversity loss accelerate. Young people's emotions of worry, frustration and sadness as they learn about environmental degradation also express their understanding that they are connected to the biosphere. Therefore this review includes research on how young people cope with information about large‐scale environmental problems, and it identifies practices to sustain hope. The review concludes by suggesting how research on connection with nature and coping with environmental change can benefit from integration. A free Plain Language Summary can be found within the Supporting Information of this article.

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“…Student behavioral indicators that show ecoliteracy include not littering, able to take advantage of organic and inorganic waste, and participate in maintaining the existing plants in the school environment as Green House program. Involving students interacting directly with environmental conservation activities has implicitly established a responsibility attitude as Lauren (14) argues that providing opportunities for children to be close to nature and spending time outside the home may indicate a predictor of responsible environmental behavior.…”

Section: Observationmentioning

confidence: 99%

Integration of Environmental Education at the Adiwiyata Program Recipient School in Growing Ecoliteracy of Students

Adela¹,

Sukarno²,

Indriayu³

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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This research is a descriptive and explorative research that aims to find out how the integration of environmental education in Adiwiyata recipient schools in growing the students' ecoliteracy through intracurricular and extracurricular program. This research uses qualitative approach with case study method conducted in one of public elementary school which has received Adiwiyata award 2018. Technique of collecting data using interview, observation, and curriculum document study. The data has been collected and then reduced, analyzed, and trianggulation so that the description of research results. The subjects were six teachers including principals and ten students from different classes who were elected and considered to represent various views on environmental education at the school. From the results of research indicates that environmental education has been implemented through intracurricular program integrated in learning activities and also through extracurricular program. Teachers and students have implemented environmental care attitudes in a proactive manner based on the Adiwiyata-based curriculum and in the effort to foster student ecoliteracy. However, the Adiwiyata award is more prominent artificially in ecofriendly physical symbols when compared to the consistent establishment of eco-friendly culture throughout the school community. There is still a need for continuous support and effort from all school residents to shape the ecoliteracy culture and create an environmentally sound school.

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Connecting children to nature through residential outdoor environmental education

Cited by 48 publications

References 34 publications

Increasing Nature Connection in Children: A Mini Review of Interventions

Increasing Nature Connection in Children: A Mini Review of Interventions

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Integration of Environmental Education at the Adiwiyata Program Recipient School in Growing Ecoliteracy of Students

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