Zum Forschungsstand über Waldkindergärten | State of research on forest kindergartens
Although forest kindergartens have existed in Scandinavian countries for over 60 years, empirical research on the consequences is still very scanty. Most diploma thesis and studies in this area concern themselves with describing projects and concepts of forest kindergartens or the school abilities of the «forest» children. As far as empirical research of the experience gained so far is concerned, it can be concluded that the effects are positive on the children's motorary skills and creative development and prepares them for school at least as well as children who visit a conventional kindergarten.
Development of Concern for the Environment and Formative Experiences of Educators.
Abstract This article describes part of a larger research project that uses autobiographical, qualitative analysis to investigate the acquisition and development of environmental subject knowledge and concern during a child's first 3 years of school. The project has also established a longitudinal study to investigate the transition from knowledge to active concern. The author examines the significance of various categories of influence on the development of environmental educators' knowledge and concern and the ways in which this significance may change through time.
Influences and Experiences Affecting the Pro‐environmental Behaviour of Educators
SUMMARY This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in promoting the development of concern for the environment and pro‐environmental adult behaviour.