188
the construction of environmental citizenship are described in recent publications
such as those produced by Ferreira and Pitarma (2018) from Portugal.
12.3.4 From Experiencing Nature to Agency
for the Environment
The features of non-formal education allow this system to focus on learning environments, which can be perceived as spaces where children will engage in experiences possibly to be seen as ‘ecological identity works’ (Thomashow 1995). Being
exposed to a wide range of experiences and perspectives, engaging in discussions
based on an adapted vocabulary and at an developmentally appropriate level of
abstraction, are a crucial elements in developing children’s environmental identities.
Ideally, the development of an environmental identity should be essentially concerned with an understanding and appreciation of the environment and the significance of the natural order through a dialogue between place and self (Bonnett 2013).
Chawla and Flanders-Cushing (2007) go forward and set up a link between environmental identity and Environmental Citizenship, stressing that education provided in
a non-formal environment will contribute to environmental identity development,
which is necessary to produce both active citizens and embed democratic principles
within the education process.
Next to developing an environmental identity, children also need to develop a
sense of efficacy for the actions they undertake. Bandura (1997) puts forward that a
sense of agency (whether it be to contribute the solving environmental issues or in
any other domain) already begins during infancy, in the recognition that actions
produce outcomes and that these outcomes can be attributed to a developing identity.
This way children discover that they are able to produce interesting and useful
effects. Chawla (2009) illustrates that natural environments are filled with
opportunities for competence and agency-building opportunities. She describes
how natural areas are ‘full of materials that enable children to produce pleasurable
effects, such as water to splash, mud to meld, branches to swing on, and stick and
stones to construct forts and huts’ (Chawla 2009, p. 15). Natural places also present
plenty of opportunities to experience new levels of agency, and they are usually
beyond the adults’ direct control. Children learn agency in these rich and stimulating
environments, and their learning is not directed by goals set by adults, such as
teachers within the formal education system. Such experiences build a child’s
healthy relationship with nature and therefore make an unmistakeable contribution
to the development of Environmental Citizenship. Inspiring examples of educational
interventions in the non-formal sphere can be found – for example, – in the New
Zealand publication ‘Effective approaches to connect children with nature’
(Wilson 2011).
Bandura (1997) also describes how children develop a sense of efficacy for their
actions through mastery experiences when they attempt to do something that they
J. Boeve-de Pauw and R. Halbac-Zamfir
the construction of environmental citizenship are described in recent publications
such as those produced by Ferreira and Pitarma (2018) from Portugal.
12.3.4 From Experiencing Nature to Agency
for the Environment
The features of non-formal education allow this system to focus on learning environments, which can be perceived as spaces where children will engage in experiences possibly to be seen as ‘ecological identity works’ (Thomashow 1995). Being
exposed to a wide range of experiences and perspectives, engaging in discussions
based on an adapted vocabulary and at an developmentally appropriate level of
abstraction, are a crucial elements in developing children’s environmental identities.
Ideally, the development of an environmental identity should be essentially concerned with an understanding and appreciation of the environment and the significance of the natural order through a dialogue between place and self (Bonnett 2013).
Chawla and Flanders-Cushing (2007) go forward and set up a link between environmental identity and Environmental Citizenship, stressing that education provided in
a non-formal environment will contribute to environmental identity development,
which is necessary to produce both active citizens and embed democratic principles
within the education process.
Next to developing an environmental identity, children also need to develop a
sense of efficacy for the actions they undertake. Bandura (1997) puts forward that a
sense of agency (whether it be to contribute the solving environmental issues or in
any other domain) already begins during infancy, in the recognition that actions
produce outcomes and that these outcomes can be attributed to a developing identity.
This way children discover that they are able to produce interesting and useful
effects. Chawla (2009) illustrates that natural environments are filled with
opportunities for competence and agency-building opportunities. She describes
how natural areas are ‘full of materials that enable children to produce pleasurable
effects, such as water to splash, mud to meld, branches to swing on, and stick and
stones to construct forts and huts’ (Chawla 2009, p. 15). Natural places also present
plenty of opportunities to experience new levels of agency, and they are usually
beyond the adults’ direct control. Children learn agency in these rich and stimulating
environments, and their learning is not directed by goals set by adults, such as
teachers within the formal education system. Such experiences build a child’s
healthy relationship with nature and therefore make an unmistakeable contribution
to the development of Environmental Citizenship. Inspiring examples of educational
interventions in the non-formal sphere can be found – for example, – in the New
Zealand publication ‘Effective approaches to connect children with nature’
(Wilson 2011).
Bandura (1997) also describes how children develop a sense of efficacy for their
actions through mastery experiences when they attempt to do something that they
J. Boeve-de Pauw and R. Halbac-Zamfir