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Psychological and pedagogical conditions for the development of a subjective attitude towards nature among primary school students

Research into children's attitudes towards nature is a matter of topical interest for environmental education aims as the base for resolving a problem of global environmental crisis caused by human activities.

The guarantee for society sustainable development and keeping a healthy environment lies in a high level of environmental culture. Environmental culture is people's ability to use their environmental knowledge and skills during their practical activities.

Usually, environmental culture is considered the same as environmental education, but 80% of schoolchildren in Russia are not ready for their personal activities for the protection of nature. This situation is caused because most environmental education programs are aimed at the cognitive part of mentality.

But behavior is determined by individual's attitude and not by his/her knowledge. The foundation of an individual's attitude is laid in his/her childhood; that is why the object of this study is primary school age (age 7—9) as the first sensitive period of development of personal attitude towards nature (second sensitive period is age 14—15).

The following hypothesis is formed on literature data and my personal pedagogical experience:

1. The main psychological and pedagogical conditions for development of a subjective attitude to nature are:
   • Understanding by teachers that the aim of environmental education is development of environmental awareness
   • Reliance upon children’s motivation and needs
   • Creative educational environment aimed towards developing environmental awareness
   • Diversity of content and methods of subjective attitude towards nature development, including outdoor environmental psychological training based on children’s sensory experiences, personal interactions with objects of nature, mythological approach and the Thanksgiving idea
2. The main aspects of a subjective attitude towards nature would be developed even during a short-term learning period (20 pedagogical hours), if schoolchildren were to be provided with these psychological and pedagogical conditions during their first sensitive period (age 7-9).

The research represented in scientific literature brings me to the following conclusions. Environmental education’s main aim is the formation of a personality with an eco-centered type of environmental mentality (in contrast to an ego-centered type of environmental mentality).

Such a personality is characterized by the following opinions:

• The main value is the harmonious development of humans and nature;
• Human is just one of many unique species of the biosphere;
• Rejection of the hierarchical global world idea with humans at the top;
• Any interaction with nature is allowed only if the existing balance of nature is not damaged;
• Nature has its own self value, so nature protection activities are dictated by keeping nature for the sake of nature itself.
• Holistic and facilitation approaches and nature’s emotional perception meet environmental education aims.

The ancient (archaic) and the latest (eco-centered) types of mass environmental mentality have many similarities. Direct contacts with all objects of nature are necessary in environmental education. We have to raise simple lifestyle's prestige and to base our methods upon 'traditional folk ecology'. That's why the educational concept of native values, realized in our Indian Club 'Speaking Water' activities, corresponds to environmental education aims.

A cognitive subject-non-pragmatic type of subjective attitude to nature is generally typical for the group, which corresponds to theoretical research. Retesting showed eco-orientation is an essential dynamic after training. The highest difference is 33%, 2 ranks difference for 2 students (Yasvin method). Testing pictures show the significance of nature has been cultivated in most schoolchildren (67%). Self-conception has been diminished in most pictures, which could be connected to perception broadening: children have seen the world in wider prospective. This could mean perception transition from an analytical to a synthesised type, most suitable for environmental education aims. The meaning of the term 'nature' is concretized, filled with a personally significant content; understanding of the interconnections between all natural objects is deepening.

Individual dynamics of the parameters of attitude towards nature are different among different students, so the individual pedagogical impact on each student should be taken into account during teaching and psychological research.

The research results show a positive influence of selected psychological and pedagogical conditions on the development of a subjective attitude towards nature among primary students.

This page was last updated on 25 June 2003.