Ecological Representations in Childhood and Lifestyles

Papeles del Psicólogo - Psychologist Papers, 2019

Hasta fechas muy recientes, el estudio de las creencias y actitudes ambientales se ha centrado en muestras de participantes adultos. Sin embargo, conocer el nivel de conciencia ambiental infantil es relevante, ya que facilitará que las generaciones futuras asuman las

El Prácticum en las titulaciones de Educación: reflexiones y experiencias, 2006

Palabras Clave: niñez, cultura, paz, ambiente.

UNED Research Journal, 2016

Currently, two main environmental perceptions are recognized: anthropocentrism and ecocentrism. An ecocentric view is associated with childhood, gender and adolescence; nevertheless, there are not studies regarding the effect of school green areas and budget on environmental perception. We analyze the influence of those elements on the environmental perception of 8-9 year old children from eight urban schools in Heredia (Costa Rica). Our survey had 28 statements and questions evaluating contact with green areas, and environmental values, knowledge, attitude and behavior. Ecocentrism dominated in schools with female students or more than 30% green area (X2= 18,5; p=0,002; X2= 14,8, p=0,011). However, boys and girls are both mostly ecocentric, they differ only on the intensity. Budget and total green area were not significant. To encourage sustainable development, an ecocentric perception must be strengthened; green areas must be improved and more attention should be paid to boys’ env...

The aim of this paper is to verify differences between environmental attitudes of children (8 to 12 years old) in the south of Brazil considering sex, school (public or private), city of residence and age. Also sought to understand the perception of children about the environmental attitudes. Considering this, the research was conducted in two stages: first, in a quantitative study (n = 1719), the Children´s Environmental Attitudes Scale have been used and in the second stage, a qualitative study was conducted through three focus groups (n = 27). The outcomes reveals that children living in inner cities or those who attend puclic schools tend to develop more favorable environmental attitudes, as well as younger children. Children showed concern with the environmental crises and mentioned having environmental attitudes, either daily attitudes or activism.

Revista Agrogeoambiental, 2019

Para una adecuada gestión y cuidado del medio ambiente en una ciudadanía, es necesaria la implementación de educación desde edades tempranas. La educación ambiental desde sus comienzos, cuando solamente se hablaba de conceptos generales sobre medio ambiente, hasta hoy, donde con la influencia del desarrollo sustentable se pretendió ayudar a la percepción adecuada del medio ambiente en las personas, para lo cual se debe tomar conciencia de ello y transmitir a niños y jóvenes buenas prácticas que influyan en su cotidiano y que se constituyan en una forma de vida. A partir del estudio realizado, se pretende reflejar la perspectiva en conocimiento, gestión, sensibilidad y comportamiento relacionándolo con temas ambientales. Mediante la utilización de una encuesta tipo mixta, a la muestra objeto de estudio, se le cuestionó el nivel de conocimiento sobre el medio ambiente dando como resultado un conocimiento regular, donde el agua y el aire se presentaron como un aspecto de mayor interés como componente ambiental. Conscientes de que existen problemas ambientales en diferentes escalas, más específicamente, a escala regional, la contaminación del medio ambiente es categorizado en un primer orden de importancia. Informaciones sobre el medio ambiente son percibidas en mayor medida a través de los medios de comunicación y en mayor medida a través de la televisión. Palabras-clave: Medio ambiente. Educación básica. Educación ambiental. Percepción ambiental.

Medwave, 2024

Psicothema, 2011

The aim of this investigation is to study the relation between the amount of nature existing in children's daily environments and the way children deal with stressful events. Every day, children are exposed to situations that cause stress. Taking into account previous studies, it is thought that the greener the place where children spend their time, the better they cope with adversities. Thus, when comparing the stress level of children who are exposed to the same amount of adverse situations, the children who have more frequent daily contact with nature will show less stress than those who do not spend time in nature. This effect from nearby nature is called a buffering effect. The present study provides empirical evidence of the buffering effect caused by the existence of Nature in the residential and the school environment. Therefore, our results show that children who have more access to nature increase their resilience, showing a lower stress level than children whose conta...

RESUMEN Se presenta un análisis y revisión de los elementos constituyentes de las representaciones sociales mayo-ritariamente compartidas acerca de la infancia en la sociedad occidental, como contribución a una mayor comprensión de los procesos de construcción de la infancia actual. Para entender el desarrollo histórico de las políticas sociales de infancia, se plantea la necesidad de profundizar en tres vertientes representa-cionales inseparables: (a) Las representaciones sociales acerca de la infancia, (b) acerca de sus problemas y necesidades sociales y (c) acerca de las formas apropiadas de afrontar dichos problemas y necesidades. Se defiende la importancia de un cambio psicosocial para evitar que antiguas representaciones sobre la infancia resistentes a modificarse sigan generando una ruptura de la comunicación entre generaciones. ABSTRACT A review and analysis of constituents of mainly shared social representations of childhood in western society are presented —essaying to contribute to a better understanding of the constructing processes of present childhood. In order to understand the historical development of childhood social policies the need of in-depth analysing three linked representational slopes is defended. They are (a) social representations of childhood, (b) social representations of children's needs and children's problems, and (c) social representations on how to appropriately cope with such needs and problems. The need of a psychosocial change in order to avoid old social representations of childhood —which resist changing and are generating communicational gaps between generations— is posed.