There is a growing evidence that 'biophilia' (Depledge, Stone and Bird, 2011) is an important aspect of human experience. There is a commensurate recognition by many schools (and educators) of the importance of natural environments for the wellbeing and cognitive development of children, particularly in the 21st century context of high-stakes testing, parental concerns about safety, and legal constraints upon children's adventurous play. However, my early research in this area suggests that pre-service teachers commence university study with a 'nature lag': many have limited experience of learning and playing in natural environments. There are implications here for their future practice - and perhaps also for their personal understandings of the world.
Janice, I don't know of anything, but I'm very interested in this topic and potential research in the area. From my basic observations, I would agree with the 'nature lag' observation in teachers in general.
thank you Shelby and Xavier. it appears that schools in many countries are striving to re-introduce gardening and animal care programs and that these are having very positive results. However, the increasing cost of insurance and time required in firm filling for 'risk management' of (for example) camping or bushland experiences limits what is made available to students. Xavier - as you say - this does not only impact on future educators but upon future professionals and industry leaders... and their thinking and understanding.
Shelby - I found your focus on the importance of 'place' - that sense of familiarity and identification children gained from multiple visits really interesting, in your article Children's Observations of Place-Based Environmental Education: Projects Worlds apart Highlight Education for Sustainability Inherent in Many Programs
John Rafferty, Shelby Gull Laird
this has implications- particularly for the value of the 'one off' visit. Thank you fir sharing that work.
Janice
Thanks, Janice. I've also got a paper that is almost written on opportunities parents and childcare teachers create for children outdoors, and the biggest gap seems to be that many of us "older" folks were allowed to run free in the bush as children, but we are hesitant to provide that same opportunity for our own children. Some of the "gap" or "nature-deficit disorder" could be resultant of that lack of risky, free-play outdoors. This needs more investigation for sure!
i have subject course titled Education for SD on open spaces at Faculty, for students at Early and Preschool Education programme study. This subject -biofilia is a part of my lessons and my attempts to enhance future kindergarten teachers in organizing learning at open spaces..at preshools. also....nature deficit disorder.. my course is all about this ...
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