Developing ecological identity in young children through an environmentally sustainable food forest and children’s garden

Developing ecological identity in young children through an environmentally sustainable food forest and children’s garden

Bartram, Lydia (Florida Atlantic University)

2018-05-17 - 2018-05-17

Event
interactiveworkshop
Events

2025-12-17

18994

icot18_ICOT18_complete_calendar_40

English

The presenter is related to famous American naturalists and explorers, John Bartram and William Bartram.
special_requests: projector and computer to show power point presentation
Early childhood environmental education largely remains "an under-practiced, under resourced and under-examined field, even though young children are the ones who will bear the consequences of our actions and inactions on sustainability-related issues" (Davis, 2008, p.1). While environmental education experts recognize that there has historically been a lack of governmental support, they also argue that the field of early childhood education bears much responsibility for failing to embed environmental concepts into curriculum (Siraj-Blatchford, 2009). This has occurred, according to Siraj-Blatchford (2009), despite the profession's awareness of emergent curriculum models that naturally promote investigation, curiosity and scientific inquiry. Lewis, Mansfield & Baudains (2010) assert that early childhood is the crucial time to teach environmentalism because brain capacity is being created. Based on the work of Louv (2006), critical skills can be developed through experiences with nature, and the lack of exposure has tremendous negative implications on children's physical, cognitive and mental health reducing their awareness of environmental issues. Research by Asah, Bengston, and Westphal (2012) reveals that children who spend more time in nature have better self-regulatory capacity, emotional stability and physical health, which directly supports moral judgment and social consciousness and leads to pro-environmental awareness. Wells and Lekies (2006) found that people who participated in nature experiences before the age of eleven were more likely to have and engage in pro-environmental behaviors as adults. Exposing young children to environmental concepts develops concern and understanding of environmental needs which deepens understanding of sustainability issues and leads to environmental action (Blanchard & Buchanan, 2011). Siraj-Blatchford (2009) cautions that there is a real lack of understanding by educators on how to effectively embed environmental education into early childhood curriculum. However, Blanchard & Buchanan (2011) assert that environmental literacy, the catalyst that leads to environmental action, connects with constructivist theory, which naturally builds on children's investigative natures. Lee & Ma (2006) also support this concept by stating that environmental education should be built on children's regular and direct experience with their environment. The concept of place is reflected in the work of Fisman (2010) who states "that sustained contact with a given place best cultivates children’s environmental knowledge and concern" (p. 39), and "teaching children about the positive aspects of their local environment would build their sense of caring and connection to the place where they live" (p. 39). Under the leadership of the Karen Slattery ERCCD director, a unique interactive outdoor nature classroom environment for children from birth to five years old was developed on the school grounds. Integrating permaculture and environmental education concepts with an established early childhood emergent model, the school’s outdoor environment became a catalyst for exposing and educating young children on the natural environment and sustainable food production while also serving as a teaching and research site for K-12, college students and early childhood educators. The presenter will share the process, research, data and experiences associated with the creation of a butterfly garden, food forest and vegetable garden specifically designed for young children over a two-year implementation period.

ICOT 18 - International Conference on Thinking - Cultivating Mindsets for Global Citizens
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