Како да им помогнеме на децата да ја разберат и да ја почитуваат природата

  • Snezana Stavreva-Veselinovska
  • Milena Gokik

Abstract

Во поголемиот дел од човековото постоење, децата го поминувале своето детство надвор од домот, во природа, поврзувајќи се со природата и истражувајќи ги полињата, ливадите и сè она што е блиску до нивните домови. Во втората половина на дваесеттиот век, детската околина за многу краток временски период стана премногу урбанизирана (Chawla, 1994). Постепено, децата сè поретко излегуваат во природа, а резултатите сè поалармантни. Истражувачите утврдиле дека одреден број од социјалните фактори резултирале во апсолутна промена во начинот на кој децата го доживуваат природниот свет денес.

Downloads

Download data is not yet available.

References

Chawala, L. 91994). Editors’Note, Children’s environments, (11) 3.

Cobb, E. (1997). The ecology of imagination in childhood. New York: Columbia University Press.

Cohen, S & Horm-Wingerd, D. (1993). Children and the environment: Ecological awareness among preschool children. Environment and behavior, 25 (1), 103- 120.

Ejortoft, I. (2001). The natural environment as a playground for children: The impact ot outdoor play activities in pre-primary school children. Early childhood education Journal, 29 (2): 111-117.

Grahr.P., Martensson, F., Llindblad, B., Nilsson, P., & Ekman, A., (1997). UTE pa DAGIS, Stad & Land nr. 93/1991 Sveriges lantbruksuniversitet, Alnarp.

Hart, R & Raver, A. (1999). Tutored by the great outdoors at a Southern Pines playground. New York Times, October 7, 1999.

Kuo, F. (2003) Book review of Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. Children,Youth and Environments, 13 (1)

Malone, K. & Tranter, P. (2003). Children ‘ s environmental learning and the use, design and management of school grounds. Children, Youth and Environments, 13 (2),

Миленко С. Стојнић, 2007: ‘’Искоришћавање природних потеницјала централног дела Срема у функцији одрживог развоја’’, Магистарски рад, Факултет политичких наука, Београд.

Milenko S. Stojnic, 2008, Sustainable development between natural and historical stress, International conference, Glogal change, 18-19 april, Sofia, Bulgaria,

University of Sofia “St. Kliment Ohridski”, Faculty of Geology and Geography.

Moore, R & Wong, H. (1997). Natural Learning: Rediscovering Nature’ s Way of Teaching. Berkeley, CA: MIG Communications.

Moore, R. (2004). Countering children’ s sedentary lifestyles by design. Natural Learning Initiative. Accessed June 12.

J. (1993). Development of concern for the environment and formative experiences of educators. Journal of Environmental Education 24: 26-30

Pyle, R. (2002). Eden in a vacant lot: Special places, species and kids in community of life In: Children and Nature: Psychological, Sociocultural and Evolutionary Investigations. Kahn, P. and Kellert, S. Camridge, MA: MIT Press

Rivkin, m. (1990). The Great Outdoors: Restoring Children’ s Rights to Play Outside. Washington, D.C: National Association for the Education of Young Children.

Simmons, D.A. (1994). Urban children’s preferences for nature: Lessons from environmental education. Children’s environment quarterly 11 (3): 194-203.

S. S. Veselinovska and М. S. Stojnic, 2007, Moving from biophilia to biophpbia, Congress of ecologists of Macedonia, 6-9 october, Struga, R. Macedonia

Sobel, D. (1996). Beyond Ecophobia: Reclauming the Heart of Nature Education. Great Barrington, MA: The Orion Society.

Taylor, A., Kuo, F. & Sullivan, W. (2001). Doping with ADD: The surprising connection to green play settings. Enviromment & Behavior, 33 (1), 54-77

White, R. & Stoecklin, V. (1998). Children’s outdoor play and learning environments: Returning to nature. Accessed June 11, 2004

Wilson, R. (1994) Enhancing the outdoor learning environment of preschool programmes. Environment Education 46: 26-27 EJ484 153

Wilson, R. (1997) The wonders of nature: Honoring children’s way of knowing. Early Childhood News, 6 (19).

Published
2013-04-16