The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students

Abstract

How do young children portray and describe their relationships with nature? In what ways do young children's relationships with nature vary by grade level? These two research questions guided this phenomenographic study, which investigated developmental differences in children's relationships with nature. A total of 176 children, aged 6-11, from ten classrooms in grades 1-5 participated and were asked to 'draw pictures of themselves outside doing something and write about their picture and their relationship with nature'. The draw and write methodology was employed within a constructivist framework. Drawings were analyzed using binary quantitative visual content analysis procedures and were further statistically investigated using SAS/STAT. Written narratives were analyzed with NVIVO 8 to further triangulate findings. Results indicated that at all grade levels, children demonstrated a positive relationship with nature. Variations were found between grade level groups with increasing or decreasing trends in the types of activities, settings, and people portrayed. Younger children included more family, friends, insects, and animals, while older children included more natural areas, chores, and hiking. The implications of considering the range of children's relationships with nature for environmental education are explored.

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

“…Regarding environmental valuing, this study also pointed to the students' appreciation of nature as seen before in other studies (Kalvaitis & Monhardt, 2011;Payne, 1998). These students showed high appreciation both towards nature itself but also towards learning activities outdoors.…”

“…Studies of outdoor environmental education activities focusing on children's relationships with nature indicate that they show positive emotions toward nature (Kalvaitis & Monhardt, 2011;Payne, 1998) as well as develop an environmental ethical awareness and responsibility when encountering nature (Mårtensson et al, 2011;Palmberg & Kuru, 2000). Environmental learning in nature has an impact on emotional and affective growth, as well as on cognitive growth, as shown in a study by Brody (2005).…”

“…For this study, we were interested in exploring how students perceive and experience learning, in other words, how they deal with the content of, and activities related to ESD. Studies investigating the students' thinking about environmental and sustainable issues (Loughland, Reid, & Petocz, 2002;Walshe, 2008), students' emotions towards nature and the environment (Alerby, 2000;Kalvaitis & Monhardt, 2011), and students' experiences of social learning for sustainability (Wals, 2009) have given important knowledge of some perspectives when learning for sustainability. However, there seemed to be a need for more holistic investigations of students' perceptions and experiences of Education for Sustainable Development.…”

Postcards Across Borders

“…Their research participants were aged between 6 and 11 years of age, and were invited to complete two tasks: draw a picture of themselves in nature; write about their picture and their relationship with nature. Their research found a positive relationship with nature from the participants, but distinctions in the image content depending upon the age of the individual (Kalvaitis and Monhardt, 2012).…”

“…' Kalvaitis and Monhardt (2012) used two research tools for data collection: drawings and narratives. Their research participants were aged between 6 and 11 years of age, and were invited to complete two tasks: draw a picture of themselves in nature; write about their picture and their relationship with nature.…”