Modeling Child-Nature Interaction in a Nature Preschool: A Proof of Concept

A Literature Review on Facade Greening: How Research Findings May Be Used to Promote Sustainability and Climate Literacy in School

The promotion of Climate Literacy is a central concern of our time. To achieve this ability, one can draw on different content areas. One possible area is Nature-Based Solutions (NBS), such as Vertical Greening Systems (VGS), and their effectiveness in mitigating climate change. However, VGS is not yet an established topic in environmental education, even if the pro-environmental effectiveness of VGS has been proven from a scientific point of view and this topic is close to everyday life. To facilitate the transfer of knowledge from research to school, this paper presents an example of a possible procedure. This procedure starts with a narrative review of the scientific literature on VGS. Then, the main results of this review are related to the Sustainable Development Goals, Climate Literacy, and general educational goals to capture its educational relevance. Finally, a flow chart for a teaching sequence is developed, with the phase sequence derived from the performed narrative review. Thus, a parallelism between the structure of a scientific review and an action-oriented environmental education becomes visible. To what extent this parallelization may be generalized, and whether teaching based on it is effective, will have to be tested.

Interweaving Computational and Tacit Knowledge to Design Nature-Based Play Networks in Underserved Communities

Children are often the most disadvantaged cohort during miserable situations of natural disaster, economic crisis, and environmental degradation. Meanwhile, children’s play is increasingly controlled, costly, and standardized with engineered structures and surfaces rather than infused with natural processes and organic materials. Access to nature-based playscapes in underserved neighborhoods is extremely limited, impacted by disparities of race, class, and gender. In these contexts, neglected vacant lots and streets and related interstitial spaces can be redesigned as playscapes that support active, engaged, meaningful, and socially interactive play. Our study addresses the ample opportunity to re-engage kids and city nature in underserved neighborhoods in Philadelphia and Pennsylvania. Methodologically, we balance systemic GIS spatial data approaches with informal and experiential—or tacit—site-based analyses. This mixed-methods approach helps identify local patterns of insecurity, children’s circulation, and natural resource possibilities. Finally, a play network with eight playscape themes is revealed as an emergent pattern that we termed green play infrastructure. These themes provide examples of activities and opportunities for future programs that fit their surrounding context. The mixed-methods approach fills a gap in children’s play literature and illustrates how green play infrastructure can serve as a key strategy in improving children’s lives in disadvantaged neighborhoods.

Human-Animal Interactions: Expressions of Wellbeing through a "Nature Language"

Simple Summary

This article is an exploration of human–animal interactions (HAIs) in nature (in the wild). It explores how animal encounters may have positive mental health benefits for people and also considers the potential role of humans giving back to nature and wildlife. This idea is examined in terms of people’s connectedness to nature through an Interaction Pattern approach. The Interaction Pattern approach provides a means through which people can express the meaningful ways they interact with animals and nature and the psychological outcomes that result. This study listens to the responses of more than three hundred people who explain how an encounter with a wild marine animal affected their connection to nature. The findings suggest that when people encounter and interact with animals in their natural environment, their mental health and wellbeing is enhanced; feelings of love, belonging, positive feelings, fulfillment and the gaining of perspective, are articulated. It is suggested that human wellbeing from HAIs needs to include the wellbeing and perspective of nature and animals to promote two-way benefits.

Abstract

Human–animal interactions (HAIs) can be beneficial for humans in a number of ways, and interactions with wild animals may contribute to human mental wellbeing, partly through nature connectedness. This study applies the “Nature Interaction Pattern” approach (proposed by Kahn and colleagues) to characterize the structure of meaningful human engagement with nature and animals, and to consider the wellbeing outcomes. This qualitative, retrospective study uses open responses from 359 participants who describe how their wild animal encounters affected their nature connectedness. Thematic analysis explores five nature Interaction Patterns and four resulting Psychological Descriptions that occur in the portrayals of the marine animal encounters and these are described using representative quotes. Feelings of love, belonging, positive feelings, fulfillment and the gaining of perspective, were linked with the human–animal experience and the Interaction Patterns. These findings suggest that when people encounter and interact with animals in their natural environment, their mental health and wellbeing may be enhanced. Further, through connecting with nature and animals, reciprocity may occur, that is, when people connect with nature and animals, they can also give back. Within this interaction there becomes an entanglement of experiences thereby encouraging caring for nature and animals.

Does connectedness to nature improve the eating behaviours of pre-schoolers? Emerging evidence from the Play&Grow randomised controlled trial in Hong Kong

BACKGROUND

Nature-based interventions, which focus on outdoor play, mental health, and self-directed autonomous play, are becoming popular in promoting well-being. The objective of this study was to test whether connecting to nature would contribute to better feeding and eating habits in families with pre-schoolers.

METHODS

241 families with children aged two to five were randomly assigned to the Intervention (IG) and Control Groups (CG). IG received 10 sessions of a family-based programme, which included a novel Connectedness to Nature (CN) element. CG received only the government's health recommendations. The effectiveness of the intervention's primary outcomes (CN, eating/feeding behaviours) was analysed by a repeated measures structural equation model with intervention status as a causal predictor.

RESULTS

204 families (IG, n = 120; CG, n = 84) completed the measurements before and after the trial. The intervention had a medium effect on caregivers' CN (f² = 0.16, (95%CI = 0.06, 0.30)) and a large effect on children's CN (f² = 0.58, (95%CI = 0.36, 0.89)). In the IG, children's CN strongly predicted caregivers' feeding style (β = 0.48 (p < .01, 95%CI = 0.14, 0.83)) and moderately, children's eating behaviours (β = 0.21 (p = .16, 95%CI = -0.09, 0.52)). This produced a positive trend for greater vegetable consumption in the IG compared to the CG (β = 0.20 (95%CI = 0.01, 0.39) vs. β = -0.05, (95%CI = -0.18, 0.08)). Interestingly, the path values in the CG significantly reflected the traditional pattern, (e.g., parental feeding style strongly influenced children's eating behaviour (β = 0.33, p = .001, 95%CI = 0.13, 0.54).

CONCLUSIONS

The Play&Grow intervention positively increased caregivers' and children's CN. It also improved eating behaviors in children independent of their caregivers' feeding style. This may indicate a higher degree of autonomy in children's eating behaviour if they are exposed to nature. Further research should test the CN component in promotion of healthy eating in pre-schoolers.

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

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.