The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education

Alexia Barrable (Lead / Corresponding author)

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Abstract

The importance of young children learning about the natural environment has been recognised in policy and curricular frameworks around the world. Moreover, there has been a call for children to spend more time outdoors and to reconnect with nature. However, the distinct construct of nature connectedness has not been examined in detail in relation to early childhood education. This article aims to bring together environmental psychology literature and early years’ policy in an attempt to make the case for nature connectedness becoming a distinct goal in early childhood curricular frameworks. Furthermore, it aims to highlight gaps in the research literature and offer clear directions for future research.
Original languageEnglish
Pages (from-to)59-70
Number of pages12
JournalInternational Journal of Early Childhood Environmental Education
Volume6
Issue number2
Publication statusPublished - 2019

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childhood
environmental psychology
education
learning
literature
time

Keywords

  • Nature Connectedness
  • young children
  • early childhood
  • curriculum
  • policy
  • outdoor learning

Cite this

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abstract = "The importance of young children learning about the natural environment has been recognised in policy and curricular frameworks around the world. Moreover, there has been a call for children to spend more time outdoors and to reconnect with nature. However, the distinct construct of nature connectedness has not been examined in detail in relation to early childhood education. This article aims to bring together environmental psychology literature and early years’ policy in an attempt to make the case for nature connectedness becoming a distinct goal in early childhood curricular frameworks. Furthermore, it aims to highlight gaps in the research literature and offer clear directions for future research.",
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