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According to self-determination theory (Ryan and Deci 2003), identities serve ‘basic
needs’ including a sense of belonging, sense of competence and autonomy. Identities
become strong when they meet these important needs. Although the questions concerning identity may become central during adolescence, social practice theory puts
that people begin to learn what society expects of them already in early childhood,
and as such children already develop personal responses to those expectations.
Social Practice Theory merges a personal identity that involves personal goals, values and beliefs with a cultural identity or sense of belonging to a social and cultural
group (Williams and Chawla 2016), and identifies middle childhood as an essential
phase in the development of such identity. It is therefore very relevant to explore
what kind of experiences can contribute to the formation of an environmental or
ecological identity during this phase in human development. These experiences can
be used to foster Environmental Citizenship through targeted non-formal EEC.
12.3.3 Significant Life Experiences That Contribute
to the Formation of an Environmental Identity
Research concerning significant life experiences aims to uncover which events in
one’s history have been so impactful that they are experienced as pivotal in the
formation of their motivation to act for the environment and can as such be described
as defining moments in the formation of Environmental Citizenship. This line of
research has a long tradition (Tanner 1980) and consistently shows that participants
across the globe attribute their commitment to environmental action to a common
set of experiences. They span spending time outdoors and experiencing nature
during (early) childhood, the influence of parents and other family members,
influential teachers at school, active involvement in community life, reading eyeopening books or seeing documentaries and experiencing the loss or degradation of
nature in the vicinity of one’s personal life (Chawla 2009).
Numerous studies have shown that non-formal learning experiences in nature
during childhood are ranked among the most powerful and significant life
experiences. Children’s experiences during (early) childhood nurture the conception
of the child as a part of nature, of including nature in its conception of the self
(Cheng and Monroe 2012) and the development of an environmental identity. It is
during childhood when children’s experiences give form to the values, attitudes and
basic orientation toward the world that they will carry with them throughout their
lives (e.g. Kahn 2002). Regular positive interactions with nature allow children
under 12 years old to feel comfortable, develop empathy and grow to love it (e.g.
Gill 2014). Cheng and Monroe (2012) identify several key elements associated with
children’s connection to nature: enjoyment of nature, empathy for creatures, sense
of oneness and sense of responsibility. This last factor includes children’s notions of
the impact of their own actions on the natural environment and their rights and
J. Boeve-de Pauw and R. Halbac-Zamfir
According to self-determination theory (Ryan and Deci 2003), identities serve ‘basic
needs’ including a sense of belonging, sense of competence and autonomy. Identities
become strong when they meet these important needs. Although the questions concerning identity may become central during adolescence, social practice theory puts
that people begin to learn what society expects of them already in early childhood,
and as such children already develop personal responses to those expectations.
Social Practice Theory merges a personal identity that involves personal goals, values and beliefs with a cultural identity or sense of belonging to a social and cultural
group (Williams and Chawla 2016), and identifies middle childhood as an essential
phase in the development of such identity. It is therefore very relevant to explore
what kind of experiences can contribute to the formation of an environmental or
ecological identity during this phase in human development. These experiences can
be used to foster Environmental Citizenship through targeted non-formal EEC.
12.3.3 Significant Life Experiences That Contribute
to the Formation of an Environmental Identity
Research concerning significant life experiences aims to uncover which events in
one’s history have been so impactful that they are experienced as pivotal in the
formation of their motivation to act for the environment and can as such be described
as defining moments in the formation of Environmental Citizenship. This line of
research has a long tradition (Tanner 1980) and consistently shows that participants
across the globe attribute their commitment to environmental action to a common
set of experiences. They span spending time outdoors and experiencing nature
during (early) childhood, the influence of parents and other family members,
influential teachers at school, active involvement in community life, reading eyeopening books or seeing documentaries and experiencing the loss or degradation of
nature in the vicinity of one’s personal life (Chawla 2009).
Numerous studies have shown that non-formal learning experiences in nature
during childhood are ranked among the most powerful and significant life
experiences. Children’s experiences during (early) childhood nurture the conception
of the child as a part of nature, of including nature in its conception of the self
(Cheng and Monroe 2012) and the development of an environmental identity. It is
during childhood when children’s experiences give form to the values, attitudes and
basic orientation toward the world that they will carry with them throughout their
lives (e.g. Kahn 2002). Regular positive interactions with nature allow children
under 12 years old to feel comfortable, develop empathy and grow to love it (e.g.
Gill 2014). Cheng and Monroe (2012) identify several key elements associated with
children’s connection to nature: enjoyment of nature, empathy for creatures, sense
of oneness and sense of responsibility. This last factor includes children’s notions of
the impact of their own actions on the natural environment and their rights and
J. Boeve-de Pauw and R. Halbac-Zamfir