Abstract

The aim of this paper is to explore how children learn to form new relationships with nature. It draws on a longitudinal case study of children participating in a stewardship project involving the conservation of salamanders during the school day in Stockholm, Sweden. The qualitative method includes two waves of data collection: when a group of 10-year-old children participated in the project (2015) and 2 years after they participated (2017). We conducted 49 interviews with children as well as using participant observations and questionnaires. We found indications that children developed sympathy for salamanders and increased concern and care for nature, and that such relationships persisted 2 years after participation. Our rich qualitative data suggest that whole situations of sufficient unpredictability triggering free exploration of the area, direct sensory contact and significant experiences of interacting with a species were important for children's development of affective relationships with the salamander species and with nature in an open-ended sense. Saving the lives of trapped animals enabled direct sensory interaction, feedback, increased understanding, and development of new skills for dynamically exploring further ways of saving species in an interactive process experienced as deeply meaningful, enjoyable and connecting. The behavioral setting instilled a sense of pride and commitment, and the high degree of responsibility given to the children while exploring the habitat during authentic situations enriched children's enjoyment. The study has implications for the design of education programs that aim to connect children with nature and for a child-sensitive urban policy that supports authentic nature situations in close spatial proximity to preschools and schools.

Keywords

nature experience; affordances; affective relationships with nature; urban; situated learning; stewardship; qualitative methods; longitudinal approach

Published in

Frontiers in Psychology
2018, Volume: 9, article number: 928
Publisher: FRONTIERS MEDIA SA

SLU Authors

• Raymond, Christopher

  • Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences
    

Associated SLU-program

Human-Animal Interactions
Nature experiences and health


Sustainable Development Goals

SDG11 Make cities and human settlements inclusive, safe, resilient and sustainable
SDG4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all


UKÄ Subject classification

Applied Psychology


Publication identifier

DOI: https://doi.org/10.3389/fpsyg.2018.00928

Permanent link to this page (URI)

https://res.slu.se/id/publ/95843