Young children contribute to nature stewardship

Abstract

Research on young children in environmental education (EE) has focused on unstructured play in, or experiencing, nature. Little attention has been paid to young children’s stewardship efforts, or to the relation of such efforts to young children’s learning and capacity to contribute to their communities and local nature. This perspectives paper draws on the first author’s experience guiding pre-k and kindergarten children (4–6 years old) in outdoor educational projects in Santo Domingo (SD), Dominican Republic, in which the children produced a park guide and a short film. In addition to becoming resources for the local community, these products are an example of children’s civic contributions. In “return on investment” language, guiding young children in outdoor experiences and reflecting on the experience represent the investment and the park guide and other products, and importantly, children’s recognition of their ability to make contributions to their community, represent the return on investment. Based on our observations that young children can make significant contributions to their communities when given the opportunity, this perspectives paper argues for a research agenda and investment in opportunities for young children to contribute to their socio-ecological communities. To support our perspective, we first review and critique the prevailing and emerging paradigms of early childhood EE, following which we briefly describe the Santo Domingo (SD) project, and close by integrating past work with the first author’s experience to argue for the importance of including young children in stewardship efforts.

Wildlife Foxton Trust and One Welfare

“…The One Welfare concept emphasises the crucial role of environmental welfare in the overall wellbeing of animals, humans and the planet, and it underscores the moral and ethical dimensions of human-animal interactions, thereby contributing to the overall welfare of all parties involved (OIE World Organisation for Animal Health, 2017). An effective way to promote One Welfare is by developing educational programmes that focus on biodiversity and conservation that target children, as they represent the stewards of our planet now and into the future (Chawla, 1999;Dickinson et al, 2012;Dominguez Contreras & Krasny, 2022). By instilling an early appreciation for the interconnectedness of humans, animals and the environment, we develop a generation that understands the importance of protecting wildlife and its habitats.…”

“…By instilling an early appreciation for the interconnectedness of humans, animals and the environment, we develop a generation that understands the importance of protecting wildlife and its habitats. Research has shown that early education on these topics can lead to more ecologically responsible behaviour, and engaging children in handson activities, such as visits to wildlife sanctuaries or participation in conservation projects, can make these lessons more impactful and memorable (Chawla, 1999;Dominguez Contreras & Krasny, 2022). The findings from this study were viewed through a One Welfare lens to identify educational opportunities that promote the primary mission of the Wildlife Foxton Trust.…”

“…By facilitating ageappropriate project-based activities and partnering with schools, conservation and young science groups, the Trust can inspire the next generation to become scientists and conservationists. The engagement of school children in project-based activities that encourage practical action (e.g., planting, backyard animal observation and counting exercises), and promote critical thinking and problem solving around conservation issues equips them with the skills and opportunities to take sustainable environmental actions and advocate for change (Cheng & Monroe, 2012;Dickinson et al, 2012;Dominguez Contreras & Krasny, 2022). This activities-based approach fits within the One Welfare concept, in that it requires children to acquire and integrate knowledge of how the wellbeing and welfare of humans, animals and the environment are interconnected and fosters a sense of agency in addressing conservation challenges, thereby contributing to the wellbeing of native species, ecosystems and society as a whole.…”

The environment and children's health

“…"Early childhood is an ideal period for humans to learn to use their body, mind, and emotions to connect to the larger community of life through stewardship. By doing so, children can become embedded in a culture of nature caring and restoration instead of nature extraction, ethically and empathetically connect to and familiarize themselves with nature, understand the interdependency between humans and nature, and advance their social, cognitive, and wellbeing capacities, while contributing to the flourishing of the natural world" [ 13 ].…”