|
IN THIS ISSUE:
A curated selection of newly published research
|
|
Conservation Values, Knowledge and Behaviors
|
|
Environmental Education and Education for Sustainability
|
Physical Activity, Health and Development
|
The Research Library and Digest are provided with support from:
|
|
 |
|
Dear friends,
During December, our "
month of membership," we invite you to create a more powerful constituency for children and nature by joining our network.
As a member, you'll help shape the future of the children and nature movement, enjoy opportunities to engage with leaders in your field, and access valuable tools and resources, including our Research Library and this Digest. You can select from a variety of membership levels,
but a gift of any size makes you a member.
Join before December 31, 2017
and you'll be recognized as a Charter Member
of the Children & Nature Network.
I hope you'll
join
me in becoming a member today.
Sincerely,
Cathy Jordan, PhD, LP
Consulting Research Director
Children & Nature Network
|
Join by December 31 to become an official Charter Member!
We also gratefully accept year-end gifts to support our Research Library and Research Digest.
Give now!
|
|
[
Conservation Values, Knowledge & Behaviors ]
|
Authentic  early childhood education for sustainability reflects the needs and cultures of the communities in which it is situated
This study highlights the unique ways sustainable behaviors might be exercised in different places around the globe. It also calls attention to the need to incorporate Indigenous ways of knowing and children's agency in early childhood education for sustainability research and practice. |
Green, 2017. Children environmental identity development in an Alaska native rural context.
|
Tree play can deepen connection to nature and afford opportunity for risky play
The aim of this 3-year study involving over 100 children was to determine whether an appealing affordance, like trees, can help children connect with nature while fulfilling basic psychological needs such as risk-taking. Children's use of trees for play increased gradually and became more versatile as their connection with place developed. | Laaksoharju & Rappe, 2017. Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature.
|
Preschool children can develop empathy for non-human beings, can feel the need to protect them, and recognize their intrinsic value
Results of a study with kindergarten children indicated that their participation in a nature-based program over a six-month period enhanced their "interest towards other forms of life." One of the key findings was that young children can take into account the views of others, which in this study were non-human beings. |
Lithoxoidou et al. 2017. "Trees have a soul too!" Developing empathy and environmental values in early childhood.
|
Preschool children are beginning to develop their own ideas about nature and their relationship with the natural world, regardless of their environment
Responses to a biophilic assessment revealed no significant differences between urban and rural children's affinity for nature. These findings suggest that young children's level of cognitive maturity and individual preferences may be better predictors of biophilia and attitudes toward nature than the environments in which they live and play. |
Yanez, Fees & Torquati, 2017. Preschool children's biophilia and attitudes toward nature: The effect of personal experiences.
|
|
[ Environmental Education & Education for Sustainability ]
|
Children's drawings can be a powerful tool for guiding conservation programs
This study, which used children's drawings to evaluate their perceptions of an endangered Mexican primate, found that drawings can be effective in identifying children's level of awareness of conservation issues. Using this tool, educational initiatives can build on what children already know and address goals not yet achieved
. |
Franquesa-Soler & Serio-Silva, 2017. Through the eyes of children: Drawings as an evaluation tool for children's understanding about endangered Mexican primates
.
Access study
|
Experiential learning through urban farming may promote school connectedness of at-risk students
This case study explored student and parent experiences with a school-based urban farming program serving students in a high-poverty setting. Findings indicated that the program gave students rich opportunities to learn more about their own personal and career interests, develop life skills, help their families make healthier food choices, and make positive changes in their community. |
Fifolt, Morgan & Burgess, 2017. Promoting school connectedness among minority youth through experience-based urban farming.
|
Authentic early childhood education for sustainability reflects the needs and cultures of the communities in which it is situated
This study highlights the unique ways sustainable behaviors might be exercised in different places around the globe. It also calls attention to the need to incorporate Indigenous ways of knowing and children's agency in early childhood education for sustainability research and practice
. |
Green, 2017. Children environmental identity development in an Alaska native rural context.
Access study
|
First-time outdoor leadership is transformational and involves two major foci: interpersonal and intrapersonal relationships
University students identify the ability to interact positively with people and to create good relations within the group as significant skills for outdoor leaders. They also report that self-knowledge changed when they were placed in a leadership position for the first time. This research indicates that leadership development programs should pay attention to and support students' transformational experiences
. |
Enoksen & Lynch, 2017. Learning leadership: Becoming an outdoor leader
.
Access study
|
|
|
[
Physical Activity, Health & Development ]
|
Nature-based risky play can promote young children's development
An investigation into the effects of an intervention designed to increase opportunities for young children to engage in nature-based risky play found significant decreases in children's depressed affect, anti-social behavior, and level of physical activity. Teachers also reported improvements in problem-solving, socialization, creativity, focus, and self-regulation. |
Brussoni et al. 2017. Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres.
Access study
|
Natural elements on schoolgrounds afforded opportunities for developing locomotor and stability skills, but opportunities to develop manipulative skills were limited
Built playground structures far outnumber nature elements on elementary schoolgrounds in British Columbia. Nature elements that are present give children opportunities for developing some fundamental motor skills and likely increases creative and risky play. Adding more natural elements on schoolgrounds could promote children's physical literacy and functional motor skill development. |
Lim et al. 2017. Nature elements and fundamental motor skill development opportunities at five elementary school districts in British Columbia.
|
Perceived and objective measures of neighborhood environmental factors predict physical activity at similar rates; yet, they account for unique differences in physical activity behaviors
Eighty-five studies included in this review of the literature point to differences between perceived and objective measures of the neighborhood environment and differences in their associations with physical activity. Based on the findings, the researchers caution against drawing conclusions about objectively measured neighborhood environmental variables based on perceived measures or vice versa. |
Orstad et al. 2017. A systematic review of agreement between perceived and objective neighborhood environment measures and associations with physical activity outcomes.
|
Garden-based lessons may increase students' physical activity and decrease their sedentary time without interrupting learning time
Data based on accelerometer readings and observations indicated that in 3 of 4 participating schools, children were significantly more physical activity and significantly less sedentary on garden days than no-garden days. This research demonstrates how physical activity can be promoted through school gardening without decreasing learning time. |
Rees-Punia et al. 2017. Effects of school gardening lessons on elementary school children's physical activity and sedentary time.
|
Norwegian adolescents living in greener neighborhoods were more likely to be overweight or obese than peers living in less green neighborhoods
Researchers utilized over 10,000 surveys of Norwegian 10th graders along with data on green areas around schools to study the relationship between green areas and body mass index. Results indicated that adolescents living in the most green areas used nature more but were less physically active, used passive transportation more often, and were more likely to be obese than those in less green areas. |
Wilhelmsen et al. 2017. Associations between green area in school neighbourhoods and overweight and obesity among Norwegian adolescents.
|
Tree play can deepen connection to nature and afford opportunity for risky play
The aim of this 3-year study involving over 100 children was to determine whether an appealing affordance, like trees, can help children connect with nature while fulfilling basic psychological needs such as risk-taking. Children's use of trees for play increased gradually and became more versatile as their connection with place developed.
|
Laaksoharju & Rappe, 2017. Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature.
|
Individual, physical and social factors influence children's place preferences and play behaviors in outdoor environments
A review of the literature on children's outdoor play found that research concerns shifted over time from more immediate play spaces (such as playgrounds) to wider environments (including natural places). Findings also indicated that a variety of factors, including socioeconomic status and parent concerns about safety, influence where children play.
|
Aziz & Said, 2017. The trends and influential factors of children's use of outdoor environments: A review.
|
Nature-based risky play can promote young children's development
An investigation into the effects of an intervention designed to increase opportunities for young children to engage in nature-based risky play found significant decreases in children's depressed affect, anti-social behavior, and level of physical activity. Teachers also reported improvements in problem-solving, socialization, creativity, focus, and self-regulation.
|
Brussoni et al. 2017. Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres.
|
Public open spaces are children's favorite destinations for play in their neighborhood, but parental restrictions and safety concerns often limit children's independent mobility
Over 100 children from nine ethnically-diverse neighborhoods across Auckland, New Zealand shared their views and knowledge of their neighborhoods in relation to where they played. Public open space (POS), especially parks, were children's preferred locations. Suburban children had greater freedom to go to POS without adult supervision than inner-city children.
|
Chaudhury et al. 2017. Children's independence and affordances experienced in the context of public open spaces: A study of diverse inner-city and suburban neighbourhoods in Auckland, New Zealand.
|
Ethnographic scholarship can be used to improve cultural literacy and support social justice in urban design practice
This synthesis of recent literature explored the existing ethnographic scholarship of ethnically diverse neighborhoods for the purpose of informing urban design practice. Findings regarding the use of public space indicate that both conviviality and racism play a role in users' experience. The researchers offer priorities for practice and highlight the importance of ethnographic research for informing design.
|
Rishbeth, Ganji, & Vodicka, 2018. Ethnographic understandings of ethnically diverse neighbourhoods to inform urban design practice.
|
|
|
|
|
