Examination of Parents' Nature Relationship and Children's Understanding of Nature

Öz

The aim of the research is to reveal parents' relationship with nature in terms of various variables and to examine how parents' relationship with nature is reflected in their children's understanding of nature. In this direction, the research consists of two stages. In the first stage, correlational research model was used. The relationship level of 57 parents with nature was determined and examined in terms of various variables. The second phase was completed with the study conducted with the children of a total of 10 parents whose relationship with nature was the highest and the lowest. In the second stage, a basic qualitative research design was used, and children's opinions about nature were taken with the Draw-A-Nature Interview Form developed by the researchers. According to the research results; it has been found that as parents' income level increases, their perspective on nature improves, while their relationship with nature is not affected by their educational status and gender. However, children of parents who have a strong relationship with nature, compared to others; it was concluded that their awareness of nature was higher, their perspectives were more positive and developed, they experienced nature more consciously and their relationship with nature was stronger.

Anahtar Kelimeler

• Child
• Nature relationship
• parent

Ebeveynlerin Doğa İlişkisi ile Çocukların Doğa Anlayışının İncelenmesi

Öz

Araştırmanın amacı, ebeveynlerin doğayla ilişki düzeylerini çeşitli değişkenler açısından ortaya koymak ve ebeveynlerin doğayla ilişkisinin, çocukların doğa anlayışına nasıl yansıdığını incelemektir. Bu doğrultuda araştırma iki aşamadan oluşmaktadır. İlk aşama için, korelasyonel araştırma modeli kullanılmıştır. 57 ebeveynin doğayla ilişki düzeyi belirlenmiş ve çeşitli değişkenler açısından incelenmiştir. Doğayla ilişkisi en yüksek ve en düşük olan, toplam 10 ebeveynin çocuğuyla yapılan çalışma ile ikinci aşama tamamlanmıştır. İkinci aşamada; temel nitel araştırma deseni kullanılmış, araştırmacılar tarafından geliştirilen Bir Doğa Çiz-Görüşme Formu ile çocukların doğaya yönelik görüşleri alınmıştır. Araştırma sonuçlarına göre; gelir düzeyi arttıkça ebeveynlerin doğaya yönelik perspektifleri gelişirken, eğitim durumlarının ve cinsiyetlerinin, onların doğayla ilişkisini etkilemediği bulunmuştur. Bununla birlikte doğayla ilişkisi kuvvetli olan ebeveynlerin çocuklarının diğerlerine kıyasla; doğaya yönelik farkındalıklarının daha yüksek, bakış açılarının daha olumlu ve gelişmiş olduğu, doğayı daha bilinçli deneyimledikleri ve doğayla ilişkilerinin daha kuvvetli olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Çocuk
• doğayla ilişki
• ebeveyn

Kaynakça

1. Ahmetoğlu, E. (2019). The contributions of familial and environmental factors to children’s connection with nature and outdoor activities. Early Child Development and Care, 189(2), 233-243.
2. Aktaş Arnas, Y. & Sarıbaş, Ş. (2020). An investigation of pre-school children’s and their parents’s outdoor play experiences. Pegem Eğitim ve Öğretim Dergisi, 10(2), 373-398.
3. Aşılıoğlu, G. (2004). Özel okullarda ve devlet okullarında öğrenim gören öğrencilerin çevre eğitimi düzeylerinin karşılaştırılması. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
4. Bamberg, S., & Möser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of environmental psychology, 27(1), 14-25.
5. Barber, S. E., Jackson, C., Akhtar, S., Bingham, D. D., Ainsworth, H., Hewitt, C., Richardson, G., Summerbell C. D., Pickett, K. E., Moore, H. J., Routen, A. C., O’Malley, C. L., Brierley, S. & Wright, J. (2013). “Pre-schoolers in the playground” an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial. Trials, 14, 1-13.
6. Barrable, A., & Booth, D. (2020). Nature connection in early childhood: A quantitative cross- sectional study. Sustainability, 12(1), 375.
7. Berger, R. (2008). Going on a journey: A case study of nature therapy with children with a learning difficulty. Emotional and Behavioural Difficulties, 13(4), 315-326.
8. Brown, W. H., Pfeiffer, K. A., McIver, K. L., Dowda, M., Addy, C. L., & Pate, R. R. (2009). Social and environmental factors associated with preschoolers’ nonsedentary physical activity. Child development, 80(1), 45-58.

9. Burdette, H. L., & Whitakers, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of pediatrics & adolescent medicine, 159(1), 46-50.
10. Burdette, H. L., Whitaker, R. C., & Daniels, S. R. (2004). Parental report of outdoor playtime as a measure of physical activity in preschool-aged children. Archives of pediatrics & adolescent medicine, 158(4), 353-357.
11. Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
12. Clements, R. (2004). An investigation of the status of outdoor play. Contemporary issues in early childhood, 5(1), 68-80.
13. Çakır, B., Karaarslan, G., Şahin, E., & Ertepınar, H. (2015). Adaptation of nature relatedness scale to Turkish. Elementary Education Online, 14(4), 1370-1383.
14. Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş. Trabzon: Celepler.
15. Davies, M. M. (1996). Outdoors: An important context for young children's development. Early Child Development and Care, 115(1), 37-49.
16. Değirmenci, B. (2020). ’Çevresel Bilinç İle Çevresel Bağlılık İlişkisinin “Demografik Özellikler” Bağlamında İncelenmesi. Balkan ve Yakın Doğu Sosyal Bilimler Dergisi, 6(4), 1-13.
17. Dyment, J. E., & Bell, A. C. (2008). Grounds for movement: green school grounds as sites for promoting physical activity. Health education research, 23(6), 952-962.
18. Faber Taylor, A., & Kuo, F. E. (2009). Children with attention deficits concentrate better after walk in the park. Journal of attention disorders, 12(5), 402-409.
19. Frost, J. L. (1992). Reflections on Research and Practice in Outdoor Play Environments. Dimensions of Early Childhood, 20(4), 6-10.
20. Garner, M. A., Taft, E. D., & Stevens, C. L. (2015). Do children increase their environmental consciousness during summer camp? A comparison of two programs. Journal of Outdoor Recreation, Education, and Leadership, 7(1), 20-34.
21. Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro‐environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141-157.
22. Glesne, C. (2014). Nitel araştırmaya giriş [Introduction to qualitative research] (A. Ersoy & P. Yalçınoğlu, Çev. Eds.). Ankara: Anı.
23. Gözün Kahraman, Ö., Ceylan, Ş. & Ülker, P. (2015). Bilimi yaratan duygu: çocukların fen ve doğaya ilişkin konulardaki bilgi ve merakları. Türkiye Sosyal Araştırmalar Dergisi, 19(1), 207-230.
24. Haktanır, G., & Çabuk, B. (2000). Environmental perception of preschool children. In 4th Sciences Education Conference Book of Proceedings (pp. 76-82).
25. Jia, F., & Yu, H. (2021). Action, communication, and engagement: how parents “ACE” children's pro-environmental behaviors. Journal of Environmental Psychology, 74.
26. Kağıtçıbaşı, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180-186.
27. Karademir, M. (2017). Sosyal ağların kullanımının ortaokul öğrencilerinin fiziksel aktivite düzeylerine etkisinin incelenmesi. Yüksek Lisans Tezi, Bartın Üniversitesi, Eğitim Bilimleri Enstitüsü.
28. Kemple, K. M., Ohttps://doi.org/10.1016/j.jenvp.2021.101575 h, J., Kenney, E., & Smith- Bonahue, T. (2016). The power of outdoor play and play in natural environments. Childhood education, 92(6), 446-454.
29. Kimbro, R. T., Brooks-Gunn, J., & McLanahan, S. (2011). Young children in urban areas: links among neighborhood characteristics, weight status, outdoor play, and television watching. Social Science & Medicine, 72(5), 668-676.
30. Korpela, K. M., Hartig, T., Kaiser, F. G., & Fuhrer, U. (2001). Restorative experience and self- regulation in favorite places. Environment and Behavior, 33(4), 572-589.
31. Korpela, K., & Hartig, T. (1996). Restorative qualities of favorite places. Journal of Environmental Psychology, 16(3), 221-233.
32. Kroufek, R., Janovec, J., Chytrý, V., & Simonová, V. (2016). Environmental attitudes of preschool children and their parents. In INTED2016 Proceedings (pp. 5469-5473). IATED.
33. Kuo, M. (2015). How might contact with nature promote human health? Promising mechanisms and a possible central pathway. Frontiers in Psychology, 1093.
34. Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits?. Australasian Journal of Early Childhood, 33(2), 33-40.
35. Louv, R. (2017). Doğadaki Son Çocuk. (Temürcü, C., Çev.). 17.bs. Ankara. TÜBİTAK Yayınları.
36. McArdle, K., Harrison, T., & Harrison, D. (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?. Journal of Adventure Education & Outdoor Learning, 13(3), 238-254.
37. Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber (S. Turan, Çev. Ed.). Ankara: Nobel.
38. Moon, H. (2022). Parental Factors That Affect the Connectedness to Nature of Pre-School Aged Children in Halifax, Nova Scotia. Lisans Tezi, Dalhousie University.
39. Morse, J. M. (2003). Principles of mixed methods and multimethod research desing. In A. Tashakkori & C. Teddlie (Eds.). Handbook of mixed methods in social and behavioral research (pp. 189-208). Thousand Oaks, CA: Sage.
40. Nedovic, S., & Morrissey, A. M. (2013). Calm active and focused: Children’s responses to an organic outdoor learning environment. Learning environments research, 16, 281-295.
41. O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
42. Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
43. Özdemir, A., & Yılmaz, O. (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools. Journal of Environmental Psychology, 28(3), 287- 300.
44. Özgün, B. B., Kahraman, S., & Özgün, V. (2018, May). Öğretmen adaylarının doğayla ilişki düzeyleri ve ekoloji bilgileri arasındaki ilişki. In International Conference On Stem and Educational Sciences, 3(5).
45. Pica, R. (2003). Your active child: How to boost physical, emotional, and cognitive development through age-appropriate activity. McGraw Hill Professional.
46. Rivkin, M. (1997). The Schoolyard Habitat Movement: What It Is and Why Children Need It. Early childhood education Journal, 25(1), 61-66.
47. Salvucci, S., Walter, E., Conley, V., Fink, S., & Saba, M. (1997). Measurement Error Studies at the National Center for Education Statistics. U.S. Department of Education, Office of Educational Reearch and Improvement, NCES 97-464.
48. Smith, P. K., Bowers, L., Binney, V., & Cowie, H. (2014). Relationships of children involved in bully/victim problems at school. In Making sense of social development (pp. 120-136). Routledge.
49. Soga, M., & Gaston, K. J. (2016). Extinction of experience: the loss of human–nature interactions. Frontiers in Ecology and the Environment, 14(2), 94-101.
50. Staempfli, M. B. (2009). Reintroducing adventure into children's outdoor play environments. Environment and Behavior, 41(2), 268-280.
51. Sunar, D., & Okman Fişek, G. (2005). Contemporary Turkish families. Families in Global Perspective, 169-183.
52. Tağrikulu, P., Cirit Gül, A., & Çobanoğlu, E. O. (2021). Öğretmen adaylarının doğaya bağlılık düzeylerinin belirlenmesi. Ondokuz Mayis University Journal of Education Faculty, 40(1), 441-458.
53. Tam, V. C., & Chan, R. M. (2016). What is homework for? Hong Kong primary school teachers’ homework conceptions. School Community Journal, 26(1), 25-44.
54. Taşkın, Ö., & Şahin, B. (2008). " Çevre" kavramı ve altı yaş okul öncesi çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-12.
55. Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2001). Coping with ADD: The surprising connection to green play settings. Environment and Behavior, 33(1), 54-77.
56. Timmons, B. W., LeBlanc, A. G., Carson, V., Connor Gorber, S., Dillman, C., Janssen, I., Kho, M. E., Spence, J. C., Stearns, J. A. & Tremblay, M. S. (2012). Systematic review of physical activity and health in the early years (aged 0–4 years). Applied Physiology, Nutrition, and Metabolism, 37(4), 773-792.
57. Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early childhood Research Quarterly, 23(4), 547-558.
58. Valentine, G., & McKendrck, J. (1997). Children's outdoor play: Exploring parental concerns about children's safety and the changing nature of childhood. Geoforum, 28(2), 219-235.
59. Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330.
60. White, R. (2004). Young children's relationship with nature: Its importance to children's development & the earth's future. White Hutchinson Leisure & Learning Group, 1-9.
61. White, R., & Stoecklin, V. (1998). Children's outdoor play & learning environments: Returning to nature. Early Childhood News, 10(2), 24-30.
62. Wu, H., Ji, R., & Jin, H. (2023). Parental factors affecting children's nature connectedness. Journal of Environmental Psychology, 87, 101977.
63. Yağmur, S., & Aytan, T. (2019). Çocuk kitaplarında çocuk kahramanların etkileşimde bulunduğu doğa elemanları üzerine bir araştırma. Çocuk Edebiyat ve Dil Eğitimi Dergisi, 2(2), 143-159.
64. Yalçın, F., & Erden, F. T. (2021). Açık hava oyunları üzerine kültürlerarası bir çalışma: Öğretmenlerin inanç ve uygulamaları. Eğitim ve Bilim, 46(206).
65. Yaraş, E., Akın, E. & Şakacı, B. K. (2011). Tüketicilerin çevre bilinci düzeylerini belirlemeye yönelik bir araştırma. Öneri Dergisi, 9(35), 117-126.
66. Yavuzer, H. (1992). Resimleriyle çocuk. Ankara: Remzi. Yıldırım, A., & Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.