Abstract
Nature-based experiences have gained increasing attention for their capacity to foster children’s connectedness with nature, referred to here as childhoodnature. This chapter explores childhoodnature from a pedagogical perspective of place, beginning with an overview of the conceptual foundations of and distinctions between place-based education and place-responsive and place-conscious pedagogy. We then examine recently emergent post-human and new materialist ontologies and pedagogies for their contributions to new understandings of and approaches to childhoodnature connections. Besides providing a map of the childhoodnature pedagogies and place section of this handbook, we assess the extent to which the theoretical and empirical contributions of the section chapters lay the groundwork for developing the pedagogies of place literature. Despite marked differences in cultural contexts, a number of common themes emerged across the chapters, particularly in relation to the intent and focus of the pedagogies of place. All chapters expand and/or challenge current understandings and/or preconceptions of place, nature, childhoodnature relationships, and pedagogy. A number of chapters highlight the role of agency, embodied learning, and place relations in enabling children to build connectedness with nature. Finally, in considering the chapters as a whole, some implications are offered for future research.
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Stevenson, R.B., Mannion, G., Evans, N.(. (2018). Childhoodnature Pedagogies and Place: An Overview and Analysis. In: Cutter-Mackenzie, A., Malone, K., Barratt Hacking, E. (eds) Research Handbook on Childhoodnature . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-51949-4_76-1
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