Urban Nature and Childhood: Reimagining the Relationship

Author(s):

Elisabeth Barratt Hacking(presenting / submitting)Robert Barratt(presenting)

Conference:

ECER 2016

Network:

14. Communities, Families and Schooling in Educational Research

Format:

Paper

Session Information

14 SES 13 B, Education Outside the Classroom in Early Childhood

Paper Session

Time:

2016-08-26

13:30-15:00

Room:

OB-Theatre B

Chair:

Satu Perälä-Littunen

Contribution

This paper focuses on the significance of place and the importance of place-based education (PBE) in young children’s learning and development (3-7 year olds) drawing on the authors’ research over 10 years. There is a growing recognition that PBE can enhance learning and community participation with clear benefits for learners in terms of an opportunity to

interact with built and natural environments and learn from real world environmental experience (authentic knowledge)
learn alongside and with local community members (intergenerational learning)
contribute to local community development and ecologically sustainable practice.

Despite international interest in designing place-based curricular over a number of years (Fien, 1993; Smith, 2002; Theobald and Curtiss, 2000; Theobald, 1997) mainstream education and curricular still tend to be generalised with little reference to specific places and communities (Gruenewald and Smith, 2008).

The authors acknowledge the breadth and reach of research and practice in the field of PBE, however, less attention has been afforded to the early years. The overlap between PBE and the practice of ‘environment as teacher’ in the Reggio Emilia early years approach is discussed (Strong-Wilson and Ellis, 2007); however, the authors identify distinct differences in how ‘environment’ is interpreted and practiced in PBE and Reggio Emilia. Further, the theoretical and conceptual underpinnings of PBE are contested and debated in the literature (see, for example, Gruenwald, 2008). The authors provide a theoretical frame for their PBE research using concepts from socio cultural learning theory and child development theory.

The discussion focuses on the notion and framing of urban greenspace, as an important place for young children to interact with their natural environment (note 1). The opportunity to experience the natural environment is becoming increasingly limited due to urbanisation; 75% of the European Union population is now urban compared to 53% worldwide (World Bank). There is an assumption that urban nature can compensate for limited natural environment experience in children’s urban lives (see e.g. Swanwick et al 2003; Green Space, 2011). The paper explores the extent to which PBE in urban greenspaces mitigate young children’s reduced access to natural environments. It is argued that, in a European context young children from disadvantaged and/ or Black and Ethnic Minority families are most directly affected by this assumption given that they are less likely to visit more distant natural environments (Burt et al, 2013).

Note 1: in this paper the term natural environment is used to describe places and spaces that enable people to engage with the more-than-human world.

Method

The paper critiques recent research about how children are engaging with natural urban environments in their everyday lives. For example, a large-scale longitudinal study, ‘Monitor of Engagement with the Natural Environment’ (MENE) has demonstrated the importance of urban greenspace in children’s encounters with urban nature in England. The MENE research findings confirm that urban greenspace offers opportunities for children from specific socio-economic groups to experience urban natural environments; this includes children who are less likely to visit natural environments (Burt et al, 2013, Barratt et al, 2014). The authors reflect critically on aspects of their in depth qualitative PBE research undertaken since 2005 (e.g. see Barratt Hacking and Barratt, 2009; Barratt Hacking et al, 2007; Barratt Hacking et al, 2014). This research adopted participatory research methodologies with children and teachers in educational settings in England. Here the authors reconsider their research findings in relation to the intersections of the urban, childhood and nature continuum. Through this the authors reimagine the relationship between childhood and natural places; they present fresh insights about natured childhoods and relate this to the MENE national data set.

Expected Outcomes

The authors present the benefits of PBE in natural places for young children arguing that children i] should not be viewed as separate from nature and ii] should not be deprived of sensory experience of the more than human world. A case is made for urban schools and other urban education settings to prioritise regular and sustained opportunities for young children’s experience and action in natural places and spaces. It is argued that experience in urban green space together with different types of natural environments further afield should be essential dimensions of an early years curriculum.

References

Barratt Hacking, E. and Barratt, R. (2009) Children Researching their Urban Environment: Developing a Methodology, Education 3-13, 37, 4. 371–384. Barratt Hacking, E., Barratt, R. and Scott, W.A.H. (2007) Engaging Children: research issues around participation and environmental learning. Environmental Education Research, 14, 2, 529-544. Barratt, R., Barratt Hacking, E. & Black, P. (2014) Innovative Approaches to Early Childhood Education for Sustainability Case studies from the Field. In J. Davis & S. Elliot, (eds.). Research in Early Childhood Education for Sustainability International perspectives and provocations. Abingdon UK: Routledge, 225-247. Burt, J., Stewart, D., Preston, S. and Costley, T. (2013) Monitor of Engagement with the Natural Environment Survey (2009 - 2012): Difference in access to the natural environment between social groups within the adult English population. Natural England Data Reports, Number 003. Accessed on 30.9.15 at: http://publications.naturalengland.org.uk/publication/4646400 Fien, J. (Ed.) (1993) Environmental education: A pathway to sustain- ability. Geelong, Australia: Deakin University. Green Space (2011) Understanding the Contribution Parks and Green Spaces can make to Improving People’s Lives. Health and Wellbeing. Greenlink. Accessed on 30.9.15 at: http://www.csd.org.uk/uploadedfiles/files/value_of_green_space_report.pdf Gruenewald, D. and Smith, G. (Eds.) (2008) Place-Based Education in the Global Age. New York: Lawrence Erlbaum Associates Gruenewald, D. (2008) The Best of Both Worlds: a Critical Pedagogy of Place. Environmental Education Research, 14, 3. 308-324. Smith, G. (2002) Place-based Education: Learning To Be Where We Are. Phi Delta Kappan, 83, 584–594. Stewart, D. and Costley, T. (2013) Monitor of Engagement with the Natural Environment Survey (2009 - 2012): Analysis of data related to visits with children. Natural England Data Reports, Number 004. Accessed on 30.9.15 at: http://publications.naturalengland.org.uk/publication/4654618 Strong-Wilson, T. and & Ellis, J. (2007) Children and Place: Reggio Emilia's Environment As Third Teacher, Theory Into Practice, 46, 1. 40-47. Swanwick, C., Dunnett, N. and Woolley, H. (2003) Nature, Role and Value of Green Space in Towns and Cities: An Overview Built Environment 29, 2. 94-106. Theobald, P., & Curtiss, J. (2000) Communities as Curricula. Forum for Applied Research and Public Policy, 15(1), 106–111. Theobald, P. (1997) Teaching the Commons: Place, Pride, and the Renewal of Community. Boulder, Colorado: Westview Press. World Bank (n.d.) Urban Development. Accessed on 20.1.16 at: http://data.worldbank.org/topic/urban-development

Author Information

Elisabeth Barratt Hacking (presenting / submitting)

University of Bath

Department of Education

Bath

Robert Barratt (presenting)

University of Gloucestershire

School of Education

Cheltenham

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