Download or read book Children s Environmental Identity Development written by Carie Green and published by [Re]thinking Environmental Education. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children's Environmental Identity Development: Negotiating Inner and Outer Tensions in Natural World Socialization proposes a theoretical framework for considering how children's identity in/with/for nature evolves through formative experiences.
Download or read book Identity and the Natural Environment written by Susan Clayton and published by MIT Press. This book was released on 2003-11-07 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: The often impassioned nature of environmental conflicts can be attributed to the fact that they are bound up with our sense of personal and social identity. Environmental identity—how we orient ourselves to the natural world—leads us to personalize abstract global issues and take action (or not) according to our sense of who we are. We may know about the greenhouse effect—but can we give up our SUV for a more fuel-efficient car? Understanding this psychological connection can lead to more effective pro-environmental policymaking. Identity and the Natural Environment examines the ways in which our sense of who we are affects our relationship with nature, and vice versa. This book brings together cutting-edge work on the topic of identity and the environment, sampling the variety and energy of this emerging field but also placing it within a descriptive framework. These theory-based, empirical studies locate environmental identity on a continuum of social influence, and the book is divided into three sections reflecting minimal, moderate, or strong social influence. Throughout, the contributors focus on the interplay between social and environmental forces; as one local activist says, "We don't know if we're organizing communities to plant trees, or planting trees to organize communities."
Download or read book Ecological Identity written by Mitchell Thomashow and published by MIT Press. This book was released on 1996-07-25 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through theoretical discussion as well as hands-on participatory learning approaches, Thomashow provides concerned citizens, teachers, and students with the tools needed to become reflective environmentalists. Mitchell Thomashow, a preeminent educator, shows how environmental studies can be taught from different perspective, one that is deeply informed by personal reflection. Through theoretical discussion as well as hands-on participatory learning approaches, Thomashow provides concerned citizens, teachers, and students with the tools needed to become reflective environmentalists. What do I know about the place where I live? Where do things come from? How do I connect to the earth? What is my purpose as a human being? These are the questions that Thomashow identifies as being at the heart of environmental education. Developing a profound sense of oneself in relationship to natural and social ecosystems is necessary grounding for the difficult work of environmental advocacy. In this book he provides a clear and accessible guide to the learning experiences that accompany the construction of an "ecological identity": using the direct experience of nature as a framework for personal decisions, professional choices, political action, and spiritual inquiry. Ecological Identity covers the different types of environmental thought and activism (using John Muir, Henry David Thoreau, and Rachel Carson as environmental archetypes, but branching out into ecofeminism and bioregionalism), issues of personal property and consumption, political identity and citizenship, and integrating ecological identity work into environmental studies programs. Each chapter has accompanying learning activities such as the Sense of Place Map, a Community Network Map, and the Political Genogram, most of which can be carried out on an individual basis. Although people from diverse backgrounds become environmental activists and enroll in environmental studies programs, they are rarely encouraged to examine their own history, motivations, and aspirations. Thomashow's approach is to reveal the depth of personal experience that underlies contemporary environmentalism and to explore, interpret, and nurture the learning spaces made possible when people are moved to contemplate their experience of nature.
Download or read book The Goodness of Rain written by Ann Pelo and published by Exchange Press. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ann Pelo shares her year-long journey nurturing the ecological identity of a toddler while discovering her own relationship with the natural world.
Download or read book Environmental Identity Development in a Rural Southcentral Alaska Elementary School Birding Club written by Katie M. Wallace and published by . This book was released on 2020 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that birding may help children develop a healthy relation with the natural world, but no prior studies have explicitly explored how children experience environmental identity development in birding clubs. The purpose of this qualitative phenomenological study was to investigate the environmental identity development of 3rd grade children participating in an after-school birding club within a rural, isolated island community in southcentral Alaska. Environmental identity is the way that individuals perceive themselves with regards to their environment. As environmental identity develops, children are faced with a series of tensions at the different stages of the model. These stages include trust in nature versus mistrust in nature, spatial autonomy versus environmental shame, environmental competency versus environmental disdain, and environmental action versus environmental harm. Children taking part in this study conducted Sensory Tours at birding club. The Sensory Tours involved children wearing video recorders on their bodies as they went about their activities. The video recorders captured children's interactions with one another and with their environment during the outdoor portions of birding club. Afterwards, in what is referred to as video-stimulated recall, the children met as a group to discuss the video data they collected. Data gained from the Sensory Tours and videostimulated recall were sorted into categories based on the different stages of the environmental identity model. The results indicated that the children established trust in nature prior to entering birding club, which is to say that they felt a level of comfort and familiarity with the outdoors. The exception to this was that brown bears made most children feel uncomfortable, which resulted in some disrespectful behavior towards bears. The children also had negative perceptions of pushki due to the plant's capacity to cause rashes, even though the plant has beneficial uses as well. Spatial autonomy, or the sense of freedom and independence in nature, was supported when children climbed boulders and developed their own methods for navigating boardwalks and descending stairs. Children gained environmental competency from birding club in the form of new knowledge and skills related to birding in the outdoors. These included the ability to identify birds by sight and sound, nest search, identify pushki, and pack for the outdoors. Opportunities for children to care for the environment by engaging in environmental action were limited, although the children did decorate birdhouses and learned to maintain a respectful distance from wildlife. Some children were conflicted about whether or not picking salmonberry flowers constituted environmental harm. In future years, more emphasis should be placed on educating children about living in harmony with brown bears, harvesting salmonberries sustainably, and the traditional uses of pushki. Birding club should also include more structured opportunities for children to engage in action for the environment. This will support children as they continue to form deeper connections between themselves and their environment. Finally, the results of this study have numerous applications for teaching environmental education in the general education classroom. They indicate that teachers should assess students based on their environmental identity development, explicitly teach perseverance and empathy to students, provide students with a greater sense of agency in their schoolwork, and encourage relationship building in the classroom.
Download or read book Rethinking Early Childhood Education written by Ann Pelo and published by . This book was released on 2008 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.
Download or read book Spaces for Children written by T.G. David and published by Springer Science & Business Media. This book was released on 2013-11-11 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a developmental psychologist with a strong interest in children's re sponse to the physical environment, I take particular pleasure in writing a foreword to the present volume. It provides impressive evidence of the con cern that workers in environmental psychology and environmental design are displaying for the child as a user of the designed environment and indi cates a recognition of the need to apply theory and findings from develop mental and environmental psychology to the design of environments for children. This seems to me to mark a shift in focus and concern from the earlier days of the interaction between environmental designers and psy chologists that occurred some two decades ago and provided the impetus for the establishment of environmental psychology as a subdiscipline. Whether because children-though they are consumers of designed environments are not the architect's clients or because it seemed easier to work with adults who could be asked to make ratings of environmental spaces and comment on them at length, a focus on the child in interaction with en vironments was comparatively slow in developing in the field of environ ment and behavior. As the chapters of the present volume indicate, that situation is no longer true today, and this is a change that all concerned with the well-being and optimal functioning of children will welcome.
Download or read book Shaping little Ecological Worldviews written by Victoria Rose Brusaferro and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Ecological worldviews, or deep mental patterns and habitual ways of looking at our relationship to the natural world, can be influenced by environmental education (EE). In forest preschool, which is an immersive environmental education strategy, children draw closer to the natural world through nature play. Nature play serves as an ecological identity development process that can be studied to explore and define children’s individual and collective relationships to their environment. In this case study, narratives were collected from teachers, children, and mothers to explore the indicators of ecological identity development in children at a forest preschool in Baltimore City, Maryland. Four main ecological identity indicators emerged from the data. The children at Wild Haven Forest Preschool developed an ecological identity during nature play by making nature connections, mastering their bodies, feeling part of the forest preschool community, and using movement and senses. The most memorable naturalist relationships for children were hiking, making elemental observations, identifying flora, and experiencing biophilia. Children used nature to master their bodies through risky play like tree climbing. They experienced a deep sense of community through playing and making friendships. Their movement and senses focused on campfires, water, snow, and hills. The findings from this study inform environmental education in that they support the hypotheses of biophilia and topophilia; reveal the role of risky play in children’s ecological identity development; provide a procedure template for ecologically-centered assessment of children in forest immersion programs; inspire guidelines for curriculum development; and provide families with an academic resource describing their child’s attitude toward nature."--leaf vi
Download or read book The Oxford Handbook of Environmental and Conservation Psychology written by Susan D. Clayton and published by Oxford University Press. This book was released on 2012-10-18 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt: First handbook to integrate environmental psychology and conservation psychology.
Download or read book Handbook of Environmental Psychology and Quality of Life Research written by Ghozlane Fleury-Bahi and published by Springer. This book was released on 2016-08-12 with total page 567 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook presents a broad overview of the current research carried out in environmental psychology which puts into perspective quality of life and relationships with living spaces, and shows how this original analytical framework can be used to understand different environmental and societal issues. Adopting an original approach, this Handbook focuses on the links with other specialties in psychology, especially social and health psychology, together with other disciplines such as geography, architecture, sociology, anthropology, urbanism and engineering. Faced with the problems of society which involve the quality of life of individuals and communities, it is fundamental to consider the relationships an individual has with his different living spaces. This issue of the links between quality of life and environment is becoming increasingly significant with, at a local level, problems resulting from different types of annoyances, such as pollution and noise, while, at a global level, there is the central question of climate change with its harmful consequences for humans and the planet. How can the impact on well-being of environmental nuisances and threats (for example, natural risks, pollution, and noise) be reduced? How can the quality of life within daily living spaces (home, cities, work environments) be improved? Why is it important to understand the psychological issues of our relationship with the global environment (climatic warming, ecological behaviours)? This Handbook is intended not only for students of various disciplines (geography, architecture, psychology, town planning, etc.) but also for social decision-makers and players who will find in it both theoretical and methodological perspectives, so that psychological and environmental dimensions can be better taken into account in their working practices.
Download or read book Nature and Young Children written by Ruth Wilson and published by Routledge. This book was released on 2018-04-02 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, Nature and Young Children promotes the holistic development of children by connecting them with nature. It offers practical advice on how to set up indoor and outdoor nature play spaces as well as encouraging environmentally responsible attitudes, values and behaviour in your early childhood setting. With fully revised chapters in line with recent developments to policy and practice, and brand new material covering Early Childhood Education for Sustainability, the power of pro-nature poetry and philosophical discussions, and children living in urban environments, this book reveals just how important nature play can be in the development of young children. The user-friendly chapters offer guidance on: alternative settings for nature-focused programs culturally sensitive approaches to nature play in early childhood the role of the adult in nature-based learning using nature play for cross-curricular learning environmentally appropriate practices integrating nature education and peace education health, safety, and risky play. Highly accessible, detailed and now extensively updated, Nature and Young Children will provide all early years practitioners, teachers and students with a wealth of ideas on how to foster creative play and learning in nature-focused environments while also encouraging positive connections with nature.
Download or read book Environmental Identity Dynamics Across A Spectrum of Environmental Learning Programs written by Timothy Mateer and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Environmental identity development has been linked to an array of potentially beneficial outcomes for individuals. Ranging from higher rates of participation in environmental activism, greater levels of nature connectedness, and higher levels of self-reported psychological well-being, encouraging environmental identity development in environmental education programming may represent an underutilized social psychological mechanism to promote desired outcomes. If environmental education programs are able to more effectively understand what programmatic elements influence individuals' environmental identities and what outcomes this development is related to, more impactful educational experiences may be designed. This dissertation intentionally examines three different environmental education programs, ranging from shorter informational campaigns to intensive multi-month career development programs. A primary goal is to elucidate commonalities and divergences across these contexts. In exploring these dynamics across different program, educational theory and practice can more effectively be advanced in environmental learning settings. The first study, conducted in partnership with the Leave No Trace Center for Outdoor Ethics, merged the recreation specialization and behavioral spillover theoretical frameworks to examine pro-environmental behavior outcomes. Through a structural equation modeling approach, study results suggest that specialization in environmentally responsible outdoor recreation (as promoted by the Leave No Trace Center for Outdoor Ethics) had a significant relationship with private pro-environmental behaviors that partially flowed through individuals' environmental identities. For public pro-environmental behaviors, specialization in environmentally responsible outdoor recreation had a direct, significant relationship with self-reported behaviors. The second study, conducted in partnership with Shaver's Creek Environmental Center's Outdoor School, utilized a quasi-experimental design to examine behavioral spillover processes resulting from participation in an environmental leadership program. Results suggest that participation in the environmental leadership program did significantly increase behavioral intentions regarding private and public pro-environmental behaviors that are unrelated to programmatic content. Regression analyses suggest that, similar to the first study, program participation was related to private pro-environmental behavior intentions through a psychological mechanism that was fully mediated by environmental identity. Public pro-environmental behavior intentions had a significant, direct relationship with programmatic participation. Comparing pre- and post-program models though suggests that increased pro-environmental behavior intentions for both public and private spheres flowed through increases in environmental identity. The third study, conducted in partnership with the Urban Ecology Center, utilized an interpretivist approach to explore learning mechanisms that promoted environmental identity development through a high school environmental career pathway program. Results suggest that meaningful social relationships, disruption of the traditional employment narrative, and growth in outward facing confidence all contribute to the development of an "activated" environmental identity. An activated environmental identity empowers individuals to act on their relationship with the natural world in the public sphere. Taken collectively, these three complementary studies provide insight on how environmental education experiences may promote environmental identity development. Subsequently, outcomes associated with this environmental identity development were also explored. These studies suggest that environmental identity development may support both private and public pro-environmental behaviors. Furthermore, supportive, community-based education may be a way to support this environmental identity development.
Download or read book Children s Special Places written by David Sobel and published by Wayne State University Press. This book was released on 2002 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the secret world of children that shows how important special places are to a child's development.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Research Handbook on Childhoodnature written by Amy Cutter-Mackenzie-Knowles and published by Springer. This book was released on 2020-04-06 with total page 1868 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook provides a compilation of research in Childhoodnature and brings together existing research themes and seminal authors in the field alongside new cutting-edge research authored by world-class researchers drawing on cross-cultural and international research data. The underlying objectives of the handbook are two-fold: • Opening up spaces for Childhoodnature researchers; • Consolidating Childhoodnature research into one collection that informs education. The use of the new concept ‘Childhoodnature’ reflects the editors’ and authors’ underpinning belief, and the latest innovative concepts in the field, that as children are nature this should be redefined in this integrating concept. The handbook will, therefore, critique and reject an anthropocentric view of nature. As such it will disrupt existing ways of considering children and nature and reject the view that humans are superior to nature. The work will include a Childhoodnature Companion featuring works by children and young people which will effectively enable children and young people to not only undertake their own research, but also author and represent it alongside this Research Handbook on Childhoodnature.
Download or read book Children and the Environment written by Irwin Altman and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the first two volumes of the series we elected to cover a broad spectrum of topics in the environment and behavior field, ranging from theoretical to applied, and including disciplinary, interdiscipli nary, and professionally related topics. Chapters in these earlier vol umes dealt with leisure and recreation, the elderly, personal space, aesthetics, energy, behavioral approaches to environmental problems, methodological issues, social indicators, industrial settings, and the like. Chapters were written by psychologists, sociologists, geogra phers, and other social scientists, and by authors from professional design fields such as urban planning, operations research, landscape architecture, and so on. Our goal in these first two volumes was to present a sampling of areas in the emerging environment and behavior field and to give readers some insight into the diversity of research and theoretical perspectives that characterize the field. Beginning with the present volume, our efforts will be directed at a series of thematic volumes. The present collection of chapters is focused on children and the environment, and, as much as possible, we invited contributions that reflect a variety of theoretical and em pirical perspectives on this topic. The next volume in the series, now in preparation, will address the area of "culture and the environment. " Suggestions for possible future topics are welcome. Irwin Altman Joachim F.
Download or read book Environment Identity Development written by Hillary Marie Mason and published by . This book was released on 2013 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt:
