Effective approaches

to connect children
with nature

Principles for effectively engaging children and

young people with nature
By Carla Wilson
Published by:
Publishing Team, Department of Conservation
PO Box 10420, The Terrace
Wellington 6143, NEW ZEALAND | July 2011
Cover photo:
‘They need to be outside. They need The Department of Conservation’s National Education
Strategy7 emphasises the importance of children and
to explore, get dirty, find stuff—they young people connecting with nature, and developing
need to have fun.’ conservation knowledge, values and skills to enable
them to get involved and make a difference. To assist
with implementing this strategy, this paper outlines
the key principles for effectively engaging children
and young people with nature, based on a review
of relevant research and literature. The paper then
provides some insights from research findings on
the most effective approaches for engaging with
different age groups. Finally, the paper reviews the
role of participative, active arts education as a tool for
facilitating and effectively connecting children and
nature.
They need to be outside. They need to explore, get
dirty, find stuff—they need to have fun.1
Research shows that empathy with, and love of, nature
grows out of children’s regular contact with the
natural world2,3,4,5,6. Frequent, positive early childhood
experiences with nature have a major impact on the
healthy growth of a child’s mind, body and spirit7.
Hands-on, informal, self-initiated exploration and
discovery in local, familiar environments are often
described as the best ways to engage and inspire
children and cultivate a sense of place and a ‘sense of
wonder’2,8,9.
Studies suggest that frequent, unstructured
experiences in nature are the most common influences
on the development of lifelong conservation values10.
Caption and caption. Photos:
Work with environmentalists to explore life paths into
DOC. effective environmental education, for example, found
that ‘childhood is the foundation for relationships with
the environment’11. The special places where people
first formed a bond with the natural world are always
part of the regular rhythm of daily life.11

Effective approaches to connect children with nature 1

1 Best practice principles for connecting
children with nature

Literature suggests that it is the combination of multiple experiences and

influences in nature, rather than one single life-changing experience, that helps
to produce environmentally informed and active citizens.12,13 The following best
practice principles, based on a review of relevant literature, provide a useful
framework for initiatives to develop these connections with nature, and therefore
encourage a lifelong involvement in conservation.
It is important to note that while these principles provide guidance for experiences
and actions in nature, specific approaches adopted need to address the vastly
different needs of all individuals (e.g. culture, context and personalities).14

Make it relevant to everyday life

Learning only happens if the subject-matter is

perceived by the child or learner as having relevance
to them.15
Effective environmental education programmes
need to be personally relevant to the everyday lives
of children and youth, and what is in their ‘own
backyard’.16 It is important that programmes are
directly related to the local context and give learners
a chance to ‘explore and experience what’s around
them’.17
Environmental educators need to reintroduce
learners to their local area by exploring and
experiencing it, by learning about it and celebrating
it. By doing so, environmental educators help
learners develop a sense of wonder and a sense of
place.17
As discussed in section 2 of this paper, what is relevant
to children and young people will change as they get
older; beginning with their intimately known local
natural area, and extending into their school and
community.18
What is relevant to their own lives can also be
culturally specific, including local Māori indigenous
knowledge, kaupapa and te reo Māori, for example,
which can provide relevant learning to connect Māori
to their local environment.19 In relation to Pasifika
peoples, researchers argue that in order to foster
learning it is important to first understand children’s
everyday cultural context.20

Caption. Photo: Diamond Harbour School.

2
Include families, communities and Provide opportunities for social
role models connections

The importance of family role models and mentors is Many authors highlight the importance of children
mentioned frequently in research.5,21 Having parents, and young people socialising and having fun when
teachers, whānau and other role models who show connecting with nature. Young children naturally
an interest in nature can ‘predispose people to take engage in learning about the environment through
an interest in nature themselves and later work for informal, spontaneous, unrestricted play with others.2
its protection’.18 Research suggests that children are For older children, the chance to socialise and build
more likely to participate in environmental initiatives friendships may be a key motivator for engaging with
if their parents are also active in this way, or give them nature and the environment.5 Research suggests that
approval and encouragement to take part.18 for many young people, the friendships they make and
Family ties are strengthened, a sense of community the opportunities to have fun are significant outcomes
is nourished, and a sense of place is cultivated. All in of participation and are ‘valued ends in themselves’.18, 25
all, nature is good for children and their friends and Research studies have highlighted the importance of
family too!22 providing opportunities for peer group interaction.
Research with Māori children One study with 10–12 year olds showed that
also highlights the opportunities to play and socialise with a large group
importance of of friends is a key reason that many children value
including whānau being outdoors.26 Another study with primary-aged
and suggests that children found that the social aspects and being able to
Māori often prefer be outside and roam freely with their friends were the
to learn in conditions key reasons that many children valued being outside.27
where whānau is the Research with young people also highlights the
focal point (rather than significant role that friends play in influencing
individualistic approaches engagement in environmental action.5 There is a body
to learning), with whānau of literature on the role of young people as mentors
being described as the and enablers that can encourage other young people to
key foundation for Māori connect with nature. The literature highlights the need
education.19,23 Similarly, to create spaces and networks where young people can
research also suggests that share information and learn from each other.28
including Pasifika parents and
communities in education initiatives is a
‘prerequisite to learning’.20
Environmental education programmes
therefore need to emphasise the
importance of the active involvement
of students, parents or community
members in experiencing and
learning about the environment
together.24

‘All in all, nature is good for children and their

friends and family too!’

Effective approaches to connect children with nature 3

 Promote direct experiences Encourage free-choice learning

It is important that children and young people are ‘Free-choice learning’ refers to learning that typically
outside and using all their senses to actively explore, takes place outside of formal education (for example
experience, make sense of their environment, and through camping and walking in national parks, and
have a sense of independence.26 Research with visiting museums, zoos and gardens). Through these
environmentalists found that ‘most significant school experiences ‘the learner exercises a large degree of
memories featured opportunities to take action, choice and control over the what, when and why of
rather than passive classroom learning’.11 Studies learning’.30 A number of authors have stressed the
have found that most programmes that show gains in importance of focusing on these experiences as a
young people’s reported environmental behaviours path to encouraging lifelong learning and developing
or their stated intention to protect the environment environmental understanding and responsible
also include an action component.18 action.26,30,31
In the context of formal school-based learning, it Free-choice informal sectors can provide settings
is important to combine classroom learning with in which children as learners may enjoy the thrill
experience-based learning strategies: of discovery along with the down-to-earth fun of
The best results will be obtained when teachers learning.15
are able to integrate learning in the natural Rather than focusing on how children should
environment with classroom learning strategies, and experience and value nature26 or whether children get
develop partnerships that ensure the continuity of the message, the focus is on the multiple ways in which
environmental learning experiences in all aspects of they ‘make sense of the information they encounter’29;
school life.29 this type of learning is described as open-ended,
option, inquiry based, self-paced and voluntary30.
Free-choice learning represents a bottom up,
individual-driven way to think about learning rather
than a top-down, institution-driven view. Free-
choice learning draws attention to the importance
of focusing on each individual’s unique, lifelong
journey and the role of the individual and his/her
social context in determining the direction of that
journey.30

Tiri School Trip.

Photo: Mitsuro Aoyagi.

4
Foster the role of
‘active stakeholder’

There is a lot of research on the importance of children The ‘locus of control’ refers to the ‘sense that they have
and young people being encouraged to become active the ability to influence the outcome of a situation’
stakeholders in the environment and decision making, and can help children and young people develop a
particularly from the middle childhood years (6–12 sense of empowerment and personal responsibility.17
years old).32 Researchers have referred to the need for Research has found that ‘internal locus of control’ is
children to have ‘belief in their capacity’, be optimistic the core variable for improving the intention to act for
about the future, and confident that they can make a responsible environmental behaviour.39 Therefore, it is
difference.13 important to stimulate the internal locus of control by:
There is much critique of approaches that simply …encouraging people to make their own decisions
seek to inform children and young people about about problems and critically evaluate the opinions
environmental issues in the hope that this will lead of others and by providing opportunities for people
to responsible action.18,33 Many researchers instead to apply action skills successfully.17
advocate for an approach that focuses on empowering
young people through developing knowledge and
understanding for decision making; planning and
taking action; participation; emotional response; and
critical thinking and reflection34 and develops a sense
of personal and civic responsibility17.
The purpose of this approach is for students to learn
‘The best results will be obtained
how to be active participants in society.35 Connecting when teachers are able to
young people to the environment in this way is integrate learning in the natural
described as developing young people’s ‘action
competence’.36,37
environment ...’
In order to be active participants, researchers have
emphasised the importance of fostering children and
young people’s ‘locus of control’:
Variables most closely correlated with
environmentally responsible actions are
perceived skill in using action strategies, level of
environmental sensitivity, perceived knowledge of
action strategies, and locus of control.17,38

Effective approaches to connect children with nature 5

Target real local issues Promote collective action

Skill building and application must be couched People are more likely to get engaged politically
within the context of solving real problems— if they have a personal sense of competence and a
problems that directly affect learners either at home, belief in their collective competence (their ability to
at school or in their community.17 achieve goals working together with a group).18
Building on from the role of children and young The theme of fostering the active citizen also involves
people as active citizens, many authors advocate the promoting a collective public approach rather than
importance of children and young people having a private and individual environmentalism. An
authentic experiences, getting involved in real life example of this is Education for Sustainability, a
issues in the local context, exploring problems and holistic learning process that aims to encourage new
taking action.16,21 Engaging with real environmental understandings and behaviours in order move towards
issues at the local level helps young people to practise a sustainable future. It challenges education to:
active citizenship and also see the effects of their …move away from single actions, such as tree
contributions.18 planting and recycling paper towards a focus on
The focus is on democratic environment education, student participation in decision making—allowing
rather than trying to influence individual behaviours. learners to think or reflect for themselves.41
This approach involves: A number of authors argue that the most effective
A balanced presentation of differing viewpoints actions are collective, where people work together for
and theories and openness to inquiry; encourage the common good18,42:
students to explore different perspectives and form Left to themselves, young people can easily feel
their own opinion.17 disempowered by the scale of environmental
Students are taken seriously and encouraged to problems. They need opportunities to work for social
question issues, form viewpoints and identify and environmental change with others in order to
appropriate action. The focus is on the learner acquire a collective sense of competence, or the
developing ‘the ability to assess critically a situation belief held by members of a group that they can
and act based upon his or her assessment, interests, coordinate their actions effectively and accomplish
and values’.40 shared goals through unified efforts. 18,43
The concept of the ‘classroom whānau’ has been used
to describe a process by which teachers and students
work together as a group, with the focus on the
group completing the task together, rather than ‘the
individual completing the task in isolation’. This focus
on the ‘social nature of learning’ also gives students the
opportunity to learn from each other.19

Caption. Photo: Waimahaka School.

6
2. Effective approaches for different ages

The best approach for connecting children and young people to nature and the
environment can change over time, and needs to match children’s ability to
understand and explore their world44. While the first focus is on play in their
immediate natural environment, this can then extend into active participation in
managing their school, and then collective initiatives in the community:
Rather than introducing children younger than 12 years old to complex
environmental issues, abstract concepts, and the need for new behaviours ... the
environmental curriculum should be matched to children’s ability to understand
and explore their world ... if empowerment is the goal, nature-based play and other
activities that foster a love for the earth should be the precursor.44

Young children (up to 6 years old)

It is about immersing themselves in their It is not appropriate to discuss abstract issues and
environment, exploring and relating to their distant environmental problems with these young
surroundings on an emotional, intuitive level.13 children and the focus should instead be on their
For pre-school and young school children, there is immediate environment (multi-sensory play, physical
a strong emphasis in the literature on active hands- movement, touching things) and small-scale actions in
on exploration in the local environment, using the local environment. 15,18,44
all their senses to experience and appreciate the Creative, spontaneous and unregulated play
natural environment.16 The focus is on learning in neighbourhood places and traditional play
and finding meaning in the environment through environments such as streets, wild places and
informal, spontaneous and unrestricted play and gardens, enables children to discover, explore
socialisation.13,26,32,45 and develop a personal understanding of the
Learning during early childhood development is environment around them.15
characterised by an emphasis on the child’s innate At this early stage it is also important to involve family,
drive to explore and discover ... it is in this stage of as children are more likely to want to participate if
early childhood that children cultivate their sense their parents are also active and interested in nature,
of affection toward the natural world and their and parents can play a key role in nurturing their
perceptions of the needs of other creatures.15 interest in the environment.13,18
The focus of environmental education at this stage is
to encourage children to explore and experience their
local environment, to develop a sense of wonder and
sense of their place.17
While adults conceive of nature as a physical
presence (e.g. a green, bushes and landscaping)
children experience nature as a potentiality.26,45

Effective approaches to connect children with nature 7

Middle years of childhood Young people
(6–12 years old) (13 years and older)

A number of authors talk about the importance of In the secondary school years, the literature
the middle years of childhood (6–12 years old) for the advocates an increased focus on active citizenship
development of the child’s relationship with the natural and programmes that are participatory and action
world.2,46 At this stage, learning can shift from beyond orientated. In this age of ‘daring exploration’15, the
the immediate home or school environment as children focus moves beyond the immediate neighbourhood to
become appreciative of other nearby settings.44,46 include larger landscapes and ecosystems.
Children are able to assimilate knowledge, understand The focus is on collective approaches and critical
ideas and question actions.15,17 Research recommends thinking, with the role of environmental education
a strong focus on student-directed, experiential and being not to convince students about a particular view,
action-based learning in natural environments for late but to develop ‘learners’ capabilities to participate
primary-aged children. 16,48 as citizens in democratic society’.40 The role of
Research has found that participation with nature educators is to provide opportunities to ‘define an
before age 11 is particularly potent in shaping issue, determine if action is warranted, identify others
both environmental attitudes and behaviours in involved in the issues, select appropriate action
adulthood.49 This is a time when the sense of wonder strategies’17. Educators can also help to ‘build skills in
of early childhood is transformed to a sense of oral and written communication, conflict resolution,
exploration. and leadership’.17
[There is] a growing recognition that this period A key emphasis is on young people’s genuine
[early adolescence] is a pivotal one for children’s participation in shared decision making with adults:
envirPonmental involvement ... children have a quest Through genuine participation, youth take part
for understanding but also a capacity to focus.13 in making meaning of a particular environmental
A number of authors stress the importance, at this problem by defining it, analysing its root causes, and
age, of starting to promote children’s participation as envisioning and enacting possible solutions.40
environmental stakeholders.32 Research has shown The priority is not only on environmental issues, but
the importance of nurturing a sense of competence, ‘integrates concerns for social, political and economic
or sense of self-efficacy, and taking children’s development, and addresses education for long-term
participation seriously.13,18 Research with 6–11 year olds, ecological and social sustainability’.35 Students are
for example, found that the children had a desire to prepared for public action, not simply ‘private sphere
play a role at the neighbourhood level and yet seemed environmentalism’.18
to be ignored by adult decision makers.32
The literature also highlights the importance of
developing both an individual and collective sense
of competence, as ‘confidence that one can achieve
goals oneself and confidence in achieving goals as a
group are mutually reinforcing’. This also reinforces
the need to provide opportunities for social exchanges
and gatherings where young people can be motivated
and inspired, share ideas and experiences, and build
friendships.18

‘Children are able to assimilate knowledge,

understand ideas and question actions.’

8
3. Effective approaches to connecting
children to nature through arts education

A human society makes (or discovers) meaning Creative approaches are described as a key way of
through its arts.51 encouraging children to develop a ‘sense of place’62
Researchers have increasingly highlighted the and to explore and reflect on their own values and
need to encourage children to first develop an their relationship to the environment26,62,63. This
emotional connection with nature as a precursor approach focuses on engaging the senses and
to environmental awareness and responsibility.13,26 identifying creative and innovative ways to deal with
They have argued that ‘developing a relationship with real issues.
nature involves not only reason but also feelings’.13 Research suggests that environmentally responsible
The traditional linear relationship between knowledge adults tend to ‘recall aspects of their childhood
and behaviour change has therefore been extensively experiences of natural environments that reflect
critiqued33,53 with suggestions that: affective, emotional responses far more than the
A knowledge-based approach may not necessarily acquisition of a scientific understanding of the
affect deeper held values of the kind that might environment from school lessons’.26,64,65,66
drive an individual to alter their behaviour.26 A key emphasis of arts education focused on the
An approach that focuses on children’s attitudes, environment is to provide place-based interactive
feelings and emotions is termed ‘affective experiences, and to adopt creative and active
education’26: processes in order to connect children and young
people to nature:
Underlying [affective education] is a belief that
our emotional responses and values guide our Art education has proven to be fertile soil in which
actions and opinions on environmental matters in to grow creative approaches to problem-solving,
a way that a potentially more detached, scientific critical thinking skills, and self-reflexive learning,
knowledge may not be capable of achieving.26 all necessary for making our communities healthier
and happier places.67
Artistic and creative approaches (e.g. drama,
storytelling, music, dance, photography, poetry, The following sections provide detailed information
creative writing, visual arts, film54,55,56,57) have been on how three approaches (drama, visual arts and
shown to be an important way to facilitate and foster story-telling) can facilitate and foster affective
affective knowledge26 and ‘deepen the emotional knowledge26 and ‘deepen the emotional connections
connections between people and places’52,58: between people and places’52,58. The relevant literature
focuses on these three areas. These approaches
The arts can address the emotional and imaginative also align strongly to the best practice principles
connections missing in much environmental discussed earlier by focusing on active processes of
education.59,60 engagement, direct experiences and ‘play’, collective
Another author stated: interaction, engaging all senses, and encouraging
Environmental education has largely ignored reflection and critical thinking.
some time-honoured methods of creating powerful
connections between knowledge and emotional
conviction. The most central of those methods is the
bond formed in the process of self expression we
call making art.61
Collaborative, participative approaches to arts
education often embody the best practice principles
discussed earlier by encouraging critical thinking and
reflection, a focus on the local environment and social
change, and promoting community involvement and
social connections.

Effective approaches to connect children with nature 9

Drama

Drama is an artistic means of telling stories, less confronting; and drama experience can have
exploring meanings and creating understandings. a profound long-term impact—engages the whole
52,68
person—mind, emotions, imagination and senses—
Authors have provided many examples to show how memorable interpretive experience.52
people learn through drama, and how drama is used Drama in education can be used to describe a range
to pass on knowledge and stories in communities.60,69 of initiatives from watching a theatre performance, to
More specifically, drama has been identified as a participating in non-performance-based improvised
key learning tool to create affective experiences in work (focused on ideas, feelings and perspectives) with
relation to the environment.52,60 While research on the no external audience for the work.70
effectiveness of drama in environmental education is Researchers focused on participatory drama have
limited52, many authors claim that drama is a valuable concluded that the active, participatory approach is
tool for environmental education and can ‘evoke a particularly useful for allowing children to develop
powerful sense of connection, shed new light on issues skills in communication, collaboration and expressing
and develop clarity or understanding about a bigger ideas and opinions.52,70,71 As drama has natural
picture’52. Learning in drama can be made through processes very similar to playing, it provides an
the areas of ‘experiential learning’ and ‘imagination in opportunity for children to ‘learn through play’:60
learning’.70
Drama allows children to rehearse and develop the
The key features of drama as an environmental skills they will need for active citizenship in a safe
learning tool have been described as: and non-threatening situation. They participate in
Its ability to grab and maintain attention and fictional contexts, but they use real knowledge and
facilitate the emotional and imaginative engagement real skills.70
of audiences or participants; it provides a multi- Participatory drama and role playing has also been
sensory experience that reinforces the interpretive described as useful for encouraging active citizenship
messages (brings stories to life in appealing, as, through an imagined context and narrative,
engaging and memorable ways); it is a natural and children are able to put themselves in other shoes, offer
human communication medium (story is intrinsic different perspectives, explore values, feel sympathy
to all human cultures); it has broad appeal (can and empathy, and plan solutions and identify
capture the attention of the masses); it is an holistic alternatives52,60,70,72,73,74:
tool useful for addressing serious issues in an
engaging, non-confrontational and inspiring manner In drama, the children are not passive recipients of
that gets people thinking—role modelling rather the story but are, instead, active participants in the
than preaching, costume, puppetry and mask are vents, tensions, problems and solutions.70
all valuable distancing effectives audiences find

10
 Drama allows for exploration in thinking of ways
to solve problems. Due to the complexity of
environmental problems faced, drama can help those ‘Drama allows for exploration
involved to think about how different stakeholders
may think about the same issue.60 in thinking of ways to solve
In terms of theatre performance, a number of authors
problems.’
suggest that theatre can provide a powerful experience
that can connect emotionally, inspire, engage and
leave lasting impressions.52 However, researchers also
suggest it can be difficult to assess whether further
understanding of environmental issues has been
gained, and whether this has the potential to foster pro-
environmental behaviour.60 One researcher concludes:
If a memorable experience in which the learners had
direct involvement in manipulating the drama were
to occur, then it is likely that effects would involve
deeper understanding of environmental issues and
an appreciation of the natural world which has the
potential to foster pro-environmental behaviour.60

Checking bales to see if artificial whitebait

spawning sites are sucessful.
Photo: DOC.

Effective approaches to connect children with nature 11

Visual arts

A number of authors have written about the key role of Art-based study offers a way of knowing distinct
visual arts in raising awareness about environmental from other disciplines. It not only emphasises the
issues and developing emotional connections to importance of sensory experience but is one of the
nature.67,76 Visual arts can include everything from few subjects in the school curriculum where an
young children making artworks out of leaves and affective, subjective approach to study is valued and
branches, to photographic images of places, to large the relations of the world of the self with the world of
collective community artworks that encourage debate objects is continually explored.26,62
and dialogue76 The focus in this type of approach is on ‘an open-ended
The phrase ‘eco-art education’67 has been used journey of exploration, expression and experience’76
to describe the integration of art education with rather than a particular output. A study of photography
environmental education, particularly through schools: students each working on their own environmental
Eco-art education promises an innovative approach issue, for example, found that ‘the creative process
to environmental education, one that balances the allowed [the participants] to take ownership of issue,
traditional roots of this discipline, found in the and led to a clarification of the participant’s own
cognitive, positivist approaches to science education, position and feeling towards that issue’76,78 Other
with the more creative, affective and sensory studies have found that, through art education, ‘the
approaches of art education67 creative and the critical are brought together in a way
that both empowers the learner and challenges the
The concept of eco-art education reflects a wider system’.76
common emphasis in the literature on the need for
interdisciplinary approaches in order to connect
children to nature, and the argument that ‘ecological
literacy will not be instilled in children unless it
is integrated into a wider variety of subject areas,
including the arts’67,77:

12
Story-telling

Stories…join together the pieces of our experiences combination of an individual’s place meanings and
and the experiences of others in a way that gives place attachments’. Stories about the natural and social
order, significance and meaning to the chaos around history of a place can affect ‘how the children engaged
us.79 with the setting and invested in its meaning’.27 New
Story-telling is a traditional approach to sharing meanings can be attributed to local areas and help to
information amongst populations. Many cultures, for form bonds and shape relationships with these unique
example, have narrative traditions that teach people places:27,79
ethical and proper relationships between people and We need to discover and tell stories that embody our
the environment, and also encourage empathy and participation in our unique place—our home within
responsibility for nature.80 Traditional oral story- the environment. We do not live in a generalised,
telling is often identified as an approach that can theoretical environment. We live in this place, this
inspire the imagination, and connect, and move home ... [we must] find and profess the unique story
people, emotionally.27,80 A wide number of education of the unique place in the world that we wish our
researchers support the notion that story-telling can students to call home.79
enhance the connection that children have to the Authors have also advocated the power of oral
environment.27,79,80,81,82 narratives (compared with stories in books) for
Oral narratives have the power to establish enduring connecting children to nature27. Oral stories can
bonds between individuals and features of the involve the listeners and reach them emotionally
natural landscape.27,83 more than written stories as they can be ‘participatory,
Within the broad framework of story-telling, a number situational, communal, intersubjective and
of authors advocate that environmental education physical’.27,81,82
emphasises the ‘situated narrative’.27,80,84 Situated Oral stories require active participation from the
narratives relate to the local environment and stories listener and speak to their imagination27,85:
about particular local places.27,80 Stories of local places Not only do listeners use their ears to hear, but also
are used as a teaching tool to inform and inspire, their eyes to see storytellers’ facial expression and
and to elicit an emotional response to the local props being used. Students use their minds to build
environment.80,84 up their own pictures and to make sense of what
Telling local, situated stories can help children to they are hearing. Storytelling allows students the
develop a ‘sense of place’. Sense of place describes ‘a space to imagine themselves as a part of the action
and to build connections to their own experiences,
connections that are an essential part of long-term
memory.80
Oral story-telling can therefore be an effective tool to
capture children’s imagination and actively involve
them in developing their connections to nature and
their own ‘sense of place’:
Stories join together the pieces of our experiences
and the experiences of others in a way that gives
order, significance and meaning to the chaos around
us. What home is without its stories? Without stories,
can there be a home? ... Stories can be powerful
things. They give shape to our reality.79

Caption.
Photo: Credit.
Opposite: Boy with crayfish.
Photo: Credit.

Effective approaches to connect children with nature 13

4. Conclusion

The Department of Conservation’s National Education Strategy7 emphasises the

importance of connecting children and young people to nature; equipping them
with a breadth and depth of understanding, and a solid basis of attitude and value
from which they can make wise decisions and choices about conservation and
natural resource use. This paper has outlined effective ways to encourage children
and young people to connect to the natural world, developing their love for nature
and a foundation for the development of responsible environmental behaviour.
There is general awareness and understanding that children need to have frequent,
informal contact with the natural world in order to develop emotional connections to
places. In conservation education programmes there are a number of key principles
that can enhance and promote the effectiveness of this contact between children and
nature. For example: focusing on the local environment; involving families, friends
and communities; providing opportunities to socialise and have fun; encouraging
child-initiated, open-ended, inquiry-based learning; and being age appropriate
(matching children's ability to understand and explore the world).
Creative arts education (e.g. drama, visual arts, story-telling) is also a key tool
that can be used as part of conservation education to deepen the emotional and
imaginative connections between children and nature. Creative approaches focus on
active processes of engagement; direct experiences and ‘play’; collective interaction;
engaging all senses; and encouraging reflection and critical thinking.
It is therefore important that any education programme to help young people
participate in their world as critical, informed and responsible citizens, incorporates
best practice principles. It is also vital that these programmes have at their centre a
sense of exploration, discovery and fun.

‘There is general awareness and

understanding that children need to
have frequent, informal contact with
the natural world in order to develop
emotional connections to places.’

14
References

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Englewood CO. pedagogy: experience-based strategies for facilitating
learning in natural environments. Environmental
2. White, R; Stoecklin, V.L. 2008: Nurturing children’s
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