Nurturing Environmental Stewards through Preschool Physical Design

Mariam Felani Shaari; Izaham Shah Ismail; Sabarinah Sh. Ahmad

doi:10.21834/e-bpj.v1i3.343

Authors

Mariam Felani Shaari Centre of Studies for Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA,, Malaysia
Izaham Shah Ismail Centre of Studies for Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA,, Malaysia
Sabarinah Sh. Ahmad Centre of Postgraduate Studies, Faculty of Education, Universiti Teknologi MARA, 40200 Shah Alam, Selangor, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v1i3.343

Abstract

Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool's physical settings support environmental education to respond to climate change and preserve the planet for future generations.

References

Abbas, M. Y., & Othman, M. (2011). Social Behaviours between Urban and Non-Urban Pre-School Children. Procedia-Social and Behavioral Sciences,30, 2001-2009. DOI: https://doi.org/10.1016/j.sbspro.2011.10.389

Abbas, M. Y., Othman, M., & Rahman, P. M. A. (2010). Pre-school children's play behaviour influenced by classroom's spatial definitions. Asian Journal of Environment-Behaviour Studies (ajE-Bs), 1(1), 49-66. DOI: https://doi.org/10.21834/aje-bs.v1i1.167

Abbas, M. Y., Othman, M., & Rahman, P. Z. M. A. (2012). Pre-school Classroom Environment: Significant upon Childrens' Play Behaviour?.Procedia-Social and Behavioral Sciences, 49, 47-65. DOI: https://doi.org/10.1016/j.sbspro.2012.07.005

Acar, H. (2014). Learning Environments for Children in Outdoor Spaces.Procedia-Social and Behavioral Sciences, 141, 846-853. DOI: https://doi.org/10.1016/j.sbspro.2014.05.147

Ahmad, S. S., Shaari, M. F., Hashim, R., & Kariminia, S. (2015). Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners. Procedia-Social and Behavioral Sciences, 201, 110-120. DOI: https://doi.org/10.1016/j.sbspro.2015.08.138

Azlina, W., & Zulkiflee, A. S. (2012). A pilot study: The impact of outdoor play spaces on kindergarten children. Procedia-Social and Behavioral Sciences,38, 275-283. DOI: https://doi.org/10.1016/j.sbspro.2012.03.349

Chawla, L. (2015). Benefits of Nature Contact for Children. Journal of Planning Literature, 30(4), 433-453, 0885412215595441. DOI: https://doi.org/10.1177/0885412215595441

Cheng, J. C. H., & Monroe, M. C. (2012). Connection to Nature Children's Affective Attitude toward Nature. Environment and Behavior, 44(1), 31-49. DOI: https://doi.org/10.1177/0013916510385082

Derr, V., Chawla, L., Mintzer, M., Cushing, D. F., & Van Vliet, W. (2013). A city for all citizens: Integrating children and youth from marginalized populations into city planning. Buildings, 3(3), 482-505. DOI: https://doi.org/10.3390/buildings3030482

Ghanbari-Azarneir, S., Anbari, S., Hosseini, S. B., & Yazdanfar, S. A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods.Procedia-Social and Behavioral Sciences, 201, 19-29. DOI: https://doi.org/10.1016/j.sbspro.2015.08.114

Grinde, B., & Patil, G. G. (2009). Biophilia: does visual contact with nature impact on health and well-being?. International journal of environmental research and public health, 6(9), 2332-2343. DOI: https://doi.org/10.3390/ijerph6092332

Hinds, J., & Sparks, P. (2008). Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28(2), 109-120. DOI: https://doi.org/10.1016/j.jenvp.2007.11.001

Horayangkura, V. (2012). Incorporating environment-behavior knowledge into the design process: An Elusive Challenge for Architects in the 21st Century.Procedia-Social and Behavioral Sciences, 50, 30-41. DOI: https://doi.org/10.1016/j.sbspro.2012.08.013

Intergovernmental Panel on Climate Change (2007) â€˜Climate Change: The physical science basis', Fourth Assessment Report, IPCC, Geneva, accessed on the 10 February 2016 from

https://www.ipcc.ch/publications_and_data/publications_ipcc_fourth_assessment_report_wg1_report_the_physical_science_basis.htm

Kelz, C., Evans, G. W., & Röderer, K. (2013). The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools. Environment and Behavior, 0013916513510528. DOI: https://doi.org/10.1177/0013916513510528

Latif, S. A., Bidin, Y. H., & Awang, Z. (2013). Towards the Realization of Green Cities: The moderating role of the residents' education level. Procedia-Social and Behavioral Sciences, 85, 646-652. DOI: https://doi.org/10.1016/j.sbspro.2013.08.392

McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., & Roberts, J. R. (2010). Using nature and outdoor activity to improve children's health. Current problems in pediatric and adolescent health care, 40(5), 102-117. DOI: https://doi.org/10.1016/j.cppeds.2010.02.003

Mohidin, H. H. B., Ismail, A. S., & Ramli, H. B. (2015). Effectiveness of Kindergarten Design in Malaysia. Procedia-Social and Behavioral Sciences,202, 47-57. DOI: https://doi.org/10.1016/j.sbspro.2015.08.207

Nussbaum, M. C. (2011). Creating Capabilities. Cambridge, MA: Harvard University Press. DOI: https://doi.org/10.4159/harvard.9780674061200

Oâ€™Brien, L., & Varley, P. (2012). Use of ethnographic approaches to the study of health experiences in relation to natural landscapes. Perspectives in public health, 132(6), 305-312. DOI: https://doi.org/10.1177/1757913911434895

Olsen, H. M. (2015). Planning Playgrounds: A Framework to create Safe and Inclusive Playgrounds, Journal of Facility Planning, Design and Management, 3 (1), 57-71.

Pretty, J., Angus, C., Bain, M., Barton, J., Gladwell, V., Hine, R., ... & Sellens, M. (2009). Nature, childhood, health and life pathways. Occasional Paper, 2.

Ramli, N. H., Masri, M. H., Zafrullah, M., Taib, H. M., & Hamid, N. A. (2012). A comparative study of green school guidelines. Procedia-Social and Behavioral Sciences, 50, 462-471. DOI: https://doi.org/10.1016/j.sbspro.2012.08.050

Schauman, S. (2013). The Genius of Childhood: The Life and Ideas of Edith Cobb. Children Youth and Environments, 23(2), 194-207. DOI: https://doi.org/10.1353/cye.2013.0037

Soltani, S. H. K., Abbas, M. Y., & Awang, M. B. (2012). Disabled children in public playgrounds: A pilot study. Procedia-Social and Behavioral Sciences,36, 670-676. DOI: https://doi.org/10.1016/j.sbspro.2012.03.073

Spencer, K. H., & Wright, P. M. (2014). Quality Outdoor Play Spaces for Young Children. YC Young Children, 69(5), 28-34.

Thompson, C. W., Aspinall, P., & Montarzino, A. (2007). The childhood factor: Adult visits to green places and the significance of childhood experience.Environment and Behavior. DOI: https://doi.org/10.1177/0013916507300119

UNICEF (2012). Climate Change and Environmental Education, accessed on the 12 February 2016 on the http://www.unicef.org/publications/files/CFS_Climate_E_web.pdf

Yerkes, R. (1982). A Playground that Extends the Classroom. ERIC. Document 239802. Vol.6, No.4 (Winter), Miami University.