Promoting Ecological Awareness in Children

Cohen, Stewart

doi:10.1080/00094056.1992.10521759

Cited by 18 publications

(8 citation statements)

References 6 publications

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“…When children have a strong conception of relatedness to the earth, there is likely to be a stronger sense of bonding with the self (Hilgers, 1997). Based on previous research, three principles concerning teaching ecological concepts to children, as cited by Cohen (1992), emerge. First is the value of active learning rather than passive learning (Cohen, 1989).…”

Section: Discussionmentioning

confidence: 99%

Young Children and the Natural World

Phenice

Griffore

2003

Contemporary Issues in Early Childhood

130

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A concept associated with ecopsychology is that children are born with a sense of relatedness to their environments, and through the processes of socialization they acquire a sense of separateness from environments, including the natural environment. Young children were asked about their views concerning several aspects of the natural environment. The data suggest that young children are constructing understandings concerning the relationship of humans to the natural world. This implies that their educational experiences can shape and augment their conception of relatedness to the natural world.

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Section: Discussionmentioning

confidence: 99%

Young Children and the Natural World

Phenice

Griffore

2003

Contemporary Issues in Early Childhood

130

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“…This study aims to find the clues to creating an optimized environment for children in nature, which is a key factor that generally promotes children's physical, cognitive, and social development. Previous studies on children's growth and development showed that natural elements have positive effects on children by inducing physical and mental changes in various aspects, thereby helping them become happier and healthier [10][11][12][13][14]. In other words, an environment rich in natural elements has a positive influence on activities such as children's display of physical abilities, expression of multiple abilities, division of ego-centered territory, and pursuit of social contact.…”

Section: Introductionmentioning

confidence: 99%

Spatial Design of Childcare Facilities Based on Biophilic Design Patterns

Park

Lee

2019

Sustainability

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This study covers the issue of insufficient childcare support, which is part of the combined social problem of low birth rates and aging, and sets the direction for the environmental improvement of childcare facilities. This study aims to find the clues to creating an optimized environment for children in nature, which is a key factor that generally promotes children’s physical, cognitive, and social development. In this paper, we conducted a literature review and case study to determine the spatial design characteristics of childcare facilities based on a biophilic design and survey. This study reached five conclusions. Firstly, childcare facilities need a spatial design to have a view of the natural ecosystem outside to increase children’s concentration and provide a pleasant environment. Secondly, there is a need for open space that makes observation and monitoring more convenient in the different spaces of childcare facilities. Thirdly, childcare facilities need a spatial design where children can enjoy various sensory experiences related to nature. Fourthly, childcare facilities must have an interesting and familiar spatial design using natural elements. Lastly, there must be hiding places considering the children’s stage of development and learning ability. The results will be used as the baseline data for the spatial design and planning of childcare facilities based on biophilic design.

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“…Despite the plethora of challenges related to finding ways to connect children with the outdoors, physical and hands-on participation in nature-based programs or outdoor recreation activities appeared to be the overarching theme of the recreation literature (Romsa and Hoffman, 1980). The growing body of qualitative research suggested that children have an innate need to connect with nature (Cohen, 1992;Fjortoft and Sageie, 2000;Moore, 1986;Sebba, 1991) and that there is a correlation between the amount of direct contact children have with the natural environment and their affinity for other living things in nature (Foster and Linney, 2007;Palmer, 1993;Wells, 2000;Musser and Malkus 1994). Research from the mid-1990s to the late 2000s showed an emerging pattern of children spending less time outdoors (Aitken, 1994;Gaster, 1991;Hillman and Adams, 1992;Moore, 1997;Hinniger, 1994;Nabhan,1994;Tanner 1998;Valentine and McKendrick, 1997).…”

Section: Introductionmentioning

confidence: 99%

The constraints of connecting children with nature--A research literature review

Ponds¹,

Schuster²

2011

Open-File Report

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Reports or research investigations studying children in nature are rapidly expanding and increasingly diverse. This document reports a review of a particular part of this field-studies of constraints to recreation and participation in environmental and outdoor recreation programs. The findings result from a review of more than 125 journal articles, books, and reports that were published between 1980 and 2009. This report discusses how the current information concerning constraints to participation can be understood in terms of four concentrations or foci of work generated in this particular field of study. These foci, which are all well established in the literature, are (1) intrapersonal, interpersonal, and structural constraints, (2) significant life experiences, (3) environmental attitudes, values and beliefs, and (4) environmental behaviors. The recent research associated with each of these research areas is discussed in successive sections of the review. Overall, this review found that the research on constraints that inhibit children's connection to nature is less diverse in terms of methodological and theoretical approaches than is the research into the broader outdoor recreation research field within which it is situated. This review focused on the issue of connecting children with nature, but examples from studies using adults to understand childhood experiences and recreation preferences were used because there are relatively few peer-reviewed articles showing the theoretical or empirical connection of children and nature. In some cases, broader empirical studies were used to connect with larger themes (that is, environmental attitudes, beliefs, and values).

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Promoting Ecological Awareness in Children

Cited by 18 publications

References 6 publications

Young Children and the Natural World

Young Children and the Natural World

Spatial Design of Childcare Facilities Based on Biophilic Design Patterns

The constraints of connecting children with nature--A research literature review

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