When
introducing and exploring the complex ideas surrounding environmental
controversy, it is essential to consider the wants and needs of our
audience. As with any topic discussed in a museum, there are different
ways to approach the subject with different visitors. In his book Beyond Ecophobia: Reclaiming the Heart in Nature Education,
David Sobel argues that, due to their unique developmental needs,
special attention must be paid to the way children are introduced to
concepts in nature.
Sobel focuses on three stages of development: early childhood (4-7), elementary years (8-11) and early adolescence (12-15). According to Sobel, “environmental education should have a different tenor and style during each of these stages.” The different styles he espouses are based on a child’s continually expanding concept of the world and his or her place in it.
In the early childhood stage, when the world is small and close to home, empathy with nature is the ultimate goal. Programs and lessons should focus on familiar plants and animals and encourage make-believe play. By embodying something that exists in nature, children in this first stage will naturally care more deeply about that something, and once that initial connection is forged, the stage will be set for teaching more concrete concepts.
The elementary years are marked by curiosity and exploration. During this stage, children should be encouraged to bond with nature, to make it their own. Hands-on interactions with the environment will foster these bonds. Activities such as caring for the animals they once emulated, discovering where paths lead and planting trees or flowers are appropriate at this stage.
Successful programming during the elementary years will inspire social action during early adolescence. In this final stage, solutions to environmental problems can be explored as children feel a strong inclination toward saving the environment that they cared for and bonded with when they were younger.
As educators, we can honor these developmental stages by focusing our lessons on the appropriate goals for the appropriate age groups. Trying to press children too far out of these comfortable zones can lead to ecophobia or disinterest in nature. Children who have successfully connected with their environment during all three stages will be primed to care about environmental issues as they grow older.
"Take A Child Outside Week is a program designed to help break down obstacles that keep children from discovering the natural world. By arming parents, teachers and other caregivers with resources on outdoor activities, our goal is to help children across the country develop a better understanding and appreciation of the environment in which they live, and a burgeoning enthusiasm for its exploration." http://www.takeachildoutside.org/
The developmental stages are very important, indeed!
ReplyDeleteWhat would happen if a group of early adolescents who didn't have a "strong inclination toward saving the environment..." came to you? How would you develop empathy for nature?
--Audrey Ra
I like that you addressed developmental stages. I understand why some of the approaches are taken and why they work but does Sobel mention anything about social interaction and how that could play a major part in how students react to nature?
ReplyDeleteAudrey, though I am not a part of this group, and would love to hear their thoughts as well, my guess from working with adolescents is that if you wanted to inspire a strong inclination toward anything, one of the best ways is through the other students in their group, by encouraging students who do have that empathy for nature to develop it in themselves (taking ownership of the idea) and in their peers.
ReplyDeleteI also also think that in that age group, their sense of social justice is strong and can be appealed to. Without producing ecophobia in them, giving information about why this empathy is important (and the consequences of the lack of empathy) can make a very strong, lasting impression, particularly if you then reinforce it by providing opportunities for them to work towards a solution.