Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience

Ernst, Julie; Burcak, Firdevs

doi:10.3390/su11154212

Cited by 71 publications

(75 citation statements)

References 33 publications

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“…When looking at different factors simultaneously, we detected a positive association between children's knowledge of environmental sustainability issues and frequency of being outside in nature with parents. This is consistent with the results of a study where parents were reported by preschool children to be the major source of knowledge on the environmental impact of various transport modes in Sweden and the finding that playing in natural settings relates to skills that are linked to sustainability in children [43].…”

Section: Discussionsupporting

confidence: 91%

Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development

et al. 2020

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Although kindergarten children are the group of citizens who will face the consequences of today’s environmental challenges, research on their knowledge about environmental sustainability is limited. In June 2019, we interviewed 56 children (five to six years old) from eight kindergartens in Norway and asked kindergarten staff and the children’s parents to fill out a short questionnaire. The aim of the study was to investigate children’s knowledge of how our actions affect the natural environment and children’s self-declared sense of belonging to nature. Our results show that upon completing kindergarten, many children had gained an early understanding of environmental sustainability. Garbage disposal, deforestation, and air pollution from vehicles were the environmental issues children were most aware. We detected a positive association between time spent in nature with parents and children’s knowledge; this emphasizes the importance of children spending time in nature with their parents.

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Section: Discussionsupporting

confidence: 91%

Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development

et al. 2020

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“…In its very definition [24], HNC describes a relationship with nature that encompasses many attributes already identified elsewhere in the academic literature. For example, the ability to be comfortable and curious about nature [49], the capacity to experiences awe and wonder [50], ecological literacy [51] and a connection with natural landscapes [52]. These attributes are aggregated in three distinguished and consecutive abilities: the ability to be in nature, with nature and for nature [24].…”

Section: Human-nature Relationships and Human-nature Connectionmentioning

confidence: 99%

Enabling Relationships with Nature in Cities

et al. 2020

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Limited exposure to direct nature experiences is a worrying sign of urbanization, particularly for children. Experiencing nature during childhood shapes aspects of a personal relationship with nature, crucial for sustainable decision-making processes in adulthood. Scholars often stress the need to ‘reconnect’ urban dwellers with nature; however, few elaborate on how this can be achieved. Here, we argue that nature reconnection requires urban ecosystems, with a capacity to enable environmental learning in the cognitive, affective and psychomotor domains, i.e., learning that occurs in the head, heart and hands of individuals. Drawing on environmental psychology, urban ecology, institutional analysis and urban planning, we present a theoretical framework for Human–Nature Connection (HNC), discuss the importance of nurturing HNC for children, elaborate on the role of property-rights and the importance of creating collective action arenas in cities for the promotion of urban resilience building. As values and environmental preconceptions underly environmental behavior, there are limits to achieving HNC in cities, as presumptive sentiments toward nature not always are positive. We end by discussing the role of new digital technologies in relation to HNC, and conclude by summarizing the major points brought forward herein, offering policy recommendations for HNC as a resilience strategy that can be adopted in cities throughout the world.

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“…These skills play a key role in the way we interact with family and peers, at school or at work. What is more, improving executive functioning are stated the foundation of the imagination and the creation of a desired future [77]. At the same time that the EFE-P program includes methodologies required for sustainable development, its basic principle is learning through play, which facilitates children's involvement and interaction with the world around them.…”

Section: Discussionmentioning

confidence: 99%

Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

et al. 2020

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The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions is transferred to the social competence domain. The study involved 100 students aged 5–6 years, of which 50 were randomly assigned to the active control group and 50 to the experimental group. Executive functions (BRIEF-P) and social competence (BASC and PKBS-2) were measured at two time points (pre-intervention and post-intervention). Data were analyzed using the Generalized Estimating Equation (GEE) for repeated data and results showed that children in the experimental group obtained better scores on executive functions and social competence compared to their peers in the control group. It is discussed if the executive functions training can be effective in improving social competence as long as the programs include real-world activities that encourage such transfer, as the EFE-P does.

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Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience

Cited by 71 publications

References 33 publications

Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development

Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development

Enabling Relationships with Nature in Cities

Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

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