1,721,022 research outputs found
Refocusing Environmental Education in the Early Years:A brief introduction to a Pedagogy for Connection
Full text linkThe aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal—the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature’s beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.</p
Independent Thinking on Nature-Based Learning:Improving learning and well-being by teaching with nature in mind
No full textAn engaging and insightful take on how educators can deliver more outdoor- and nature-oriented learning opportunities for the benefit of their pupils’ mental and physical well-being.Foreword by Ian Gilbert.At a time of unprecedented challenges in relation not only to the climate crisis but also to children’s and adolescents’ mental health, connecting to nature offers an accessible and desirable way forward for today’s learners – especially those living in urban surroundings. Bringing together evidence from psychology, environmental science and education, Alexia Barrable’s Independent Thinking on Nature-Based Learning aims to support teachers as they provide meaningful experiences rooted in learning about and through nature. The book can be used in two ways: to inspire individual sessions in nature, or to support teachers in building a cohesive outdoor-learning curriculum throughout the school. Featuring practical advice, case studies and discussion of original theory, the book aims to inspire, motivate and stimulate educators to engage with alternative approaches to teaching in the outdoors and with nature in mind – and in such a way that promotes students’ learning and fosters a long-lasting relationship with nature.Suitable for teachers and outdoor-learning leaders in early years through to secondary schoo
Building a relationship with nature in the early years through outdoor learning:outlining a framework for nature connection
No full textAlexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Item is not available in this repository.https://www.bera.ac.uk/conference/bera-conference-2019pubpu
The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education
Full text linkThe importance of young children learning about the natural environment has been recognised in policy and curricular frameworks around the world. Moreover, there has been a call for children to spend more time outdoors and to reconnect with nature. However, the distinct construct of nature connectedness has not been examined in detail in relation to early childhood education. This article aims to bring together environmental psychology literature and early years’ policy in an attempt to make the case for nature connectedness becoming a distinct goal in early childhood curricular frameworks. Furthermore, it aims to highlight gaps in the research literature and offer clear directions for future research
Pedagogy in Nature:Benefits, Challenges and Directions
No full textAlexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Item is not available in this repository.pubpu
Shaping space and practice to support autonomy:Lessons from natural settings in Scotland
Full text linkIn the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings
Nature connection for wellbeing in early childhood:Current research and future directions
No full textAlexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Item is not available in this repository.pubpu
Biophobia and Pet Ownership: Can Having a Pet Mitigate Our Fear and Aversion Towards Nature?
Full text linkBiophobia, which we defined as fear, disgust, or aversion toward natural environments or organisms, has received little empirical attention when compared to biophilia, despite its implications for human and planetary wellbeing. This mixed-methods study explores the relationship between pet ownership, biophobia, and nature connectedness among 373 English- speaking adults. Quantitative findings reveal that (M = 26.4) exhibit significantly lower levels of biophobia than non-pet owners (M = 30.1; U = 5179, Z = -2.95, p = .002, R = 0.27), although no significant differences in nature connectedness were found across pet ownership (U = 7033, Z = 0.31, p = .759). A small but significant negative correlation correlation (r = -0.26, p \u3c .001)* was observed between biophobia and nature connectedness. Qualitative analysis further highlights that pet owners tend to report fear and aversion related mostly around human threats and damage when in natural settings, while non-pet owners more frequently express aversion toward natural stimuli such as insects, mud, and wild animals. These findings support the “pets as ambassadors” hypothesis and suggest that pet ownership may serve as a factor mitigating biophobia. However, the absence of an association between pet ownership and nature connectedness underscores the need for targeted interventions to foster deeper ecological relationships. Implications for future research and practical applications in education and conservation are discussed
The child as co-researcher in the early years:what do children like in the outdoors?
No full textThe research described in this paper grew from a collaboration with a Scottish nursery. Staff
within the new, purpose-built school sought advice on developing the outdoor space for the
nursery which has a roll of 130 children aged 2 – 5 years, from the diverse local community.
Nursery practitioners felt that the outdoor space offered great opportunity for the curriculum
and learning to be ‘seamlessly’ in- and outdoors. Not all children attend full-time. Some,
including children in the Strong Start Scheme who join aged 2, attend full days throughout the
week.
The aim of the study was to use a children’s rights-based approach to nurturing children’s
voice as a methodology for shaping the outdoor space, and exploring the impact of
involvement in shaping and using the outdoor space on children’s wellbeing. This paper
describes one aspect of the project, which was limited by the school closures during the
coronavirus pandemic: what children said they want from their outdoor space, using thematic
analysi
Growing Up Wild:30 great ways to get your kids outdoors
No full textHave you ever noticed how much calmer and more engaged your children are when they are outside in the natural world?A growing body of evidence is pointing to the need for children to spend more time outside. Being outdoors has the potential to energise, entertain and educate our children, often with minimal input from adults.Growing Up Wild is for anyone who wants to encourage their kids to spend more time outdoors. Combining the latest scientific research with a host of enjoyable activities, the authors show you how to access nature with your children. From making the most of local parks, woodlands, the beach, and your own back garden Growing Up Wild gives you easy ways to get out there, connect with nature, and have fun together
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