The Phenomenological Study of the Nature School and its Implications for Children's Emotional and Social Development

Document Type : Research Paper

Authors

1 Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran

2 MS in Environmental Education , University of Tehran, Tehran, Iran

3 Educational Psychologist, University of Tehran, Tehran, Iran

Abstract

The purpose of this study was to identify the emotional and social consequences of the Nature School. This was a qualitative research and the method was phenomenology. Participants in this study included the parents of the students of the School of nature in Mashhad who were selected by purposive sampling method. Data acquisition tool in this research was a qualitative interview, specifically, semi-structured interview with open and standardized questions. Data were analyzed and classified according to Strauss and Glaser's grounded theory. The findings indicated a positive outcome of the educational experience in the school of nature with two dimensions: emotional and social. The emotional dimension consisted of four categories:how to inculcate and control emotions (fear and anger), emotional recognition (emotional self-consciousness, attention to others' feelings), interest and value for self (self-confidence, self-esteem and independence), and interest and value for nature. In the social dimension, three categories were indentified: interactions with others, solving social problems (accountability, legitimacy) and playing and reacting (reducing the tendency toward television and computer games, playing in the nature, variety in the games). Results showed the effect of the Nature School on children's emotional and social development and can be used as an effective educational strategy to facilitate emotional and social development.
 

Keywords

References

استراس، آ.، و کوربین، ج. (1390). اصول روش تحقیق کیفی. ترجمه بیوک محمدی. تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.
افضلی، ل.، اسماعیلی، س.، رجبی هومن.، و وکیلی س. ( 1395(. اثربخشی بازی درمانگری با رویکرد کودک‌محور بر مشکلات رفتاری درونی‌سازی شده کودکان. فصلنامه پژوهش‌های کاربردی روان‌شناختی. 7(3)، 234-213.
پاپالیا، د. ا.، الدز، س. و.، و فلدمن، ر. د. (1390). روان‌شناسی رشد و تحول انسان. مترجمان داود عرب قهستانی، هامایاک آوادیس، دکتر حمیدرضا سهرابی، فرزنده داورپناه، افسانه حیات روشنائی و دکتر سیامک نقشبندی.
خنیفر، ح.، و مسلمی، ن. (1398). اصول و مبانی روش‌های پژوهش کیفی. تهران: نگاه دانش.
سانتراک، ج. د. (1395). روان‌شناسی تربیتی. ترجمه شاهده سعیدی، مهشید عراقجی و حسین دانش‌فر. تهران: رسا.
ضرغامی، ا.، نصیری، ن.، اژده‌فر، ش.، و اژده‌فر، ل. (1392). تأثیر عوامل کیفی محیط بر کاهش اختلال رفتاری در کودکان 7-5 سال.‎ فصلنامه پایش. 12(4)، ۴۱۴-٤٠٣.
کاپلان، پ. ا. (1381). روان‌شناسی رشد (سفر پرماجرای کودک). ترجمه مهرداد فیروز بخت. تهران: رسا.
گال، م.، بورگ، و.، و گال، ج. (۱۳۸۶). روش‌های تحقیق کمّی و کیفی در علوم تربیتی و روان‌شناسی (جلد دوم). ترجمه گروه مترجمان (به اهتمام دکتر احمدرضا نصر). تهران: سمت.
لندرت، گ. (1390). بازی‌درمانی: هنر برقراری ارتباط. ترجمه فروزنده داورپناه. تهران: رشد.
Bartlett, S. (1996). Access to outdoor play and its implications for healthy attachments. Unpublished article, Putney, VT.
Bell, A. C., & Dyment, J. E. (2008). Grounds for health: the intersection of green school grounds and health‐promoting schools. Environmental Education Research. 14(1), 77-90.
Bixler, R. D., Floyd, M. F., & Hammitt, W. E. (2002). Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior. 34(6), 795-818.
Bruner, J. S. (1972). Nature and uses of immaturity. American Psychologist. 27(8), 687.
Dyment, J. E. (2005). Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical & Environmental Education. 14(1), 28-45.
Johnson, P. (2007). Growing Physical, Social and Cognitive Capacity: Engaging with Natural Environments. International Education Journal. 8(2), 293-303.
Kahn Jr, P. H. (1997). Developmental psychology and the biophilia hypothesis: Children's affiliation with nature. Developmental Review. 17(1), 1-61.
Kahn, P., & Kellert, R. S. (2003). Children and Nature Psychological, Sociocultural and Evolutionary Investigations, Washington, DC: Island Press.
Kochhar-Bryant, C. A., & Heishman, A. (Eds.). (2010). Effective collaboration for educating the whole child. Corwin Press.
Maller, C., & Townsend, M. (2006). Children's mental health and wellbeing and hands-on contact with nature. International Journal of Learning. 12(4), 359-372.
Malone, K., & Tranter, P. (2003). “Children's Environmental Learning and the Use, Design and Management of School grounds. Children Youth and Environments. 13(2), 87-137.
Moore, R. C. (1986). The power of nature orientations of girls and boys toward biotic and abiotic play settings on a reconstructed schoolyard. Children's Environments Quarterly.
Moore, R. C. (1996). Compact nature: The role of playing and learning gardens on children's lives. Journal of Therapeutic Horticulture. 8, 72-82.
Moore, R. C., & Cosco, N. (2000, September). Developing an earth-bound culture through design of childhood habitats. In Conference on people, land, and sustainability: A global view of community gardening, Nottingham, UK.
Moore, R. C., Cosco, N., Kepez, O., & Demir, E. (2003). My place by the bay: Prepared environments for early science learning.
O’Hara, M. (2006). In search of the next enlightenment? The challenge for education in uncertain times. Journal of Transformative Education. 4(2), 105-117.
Piaget, J., & Cook, M. (1952). The origins of intelligence in children (Vol. 8, No. 5, p. 18). New York: International Universities Press.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review on outdoor learning. Field Studies Council, Shrewsbury, UK.
Smollar, J., & Youniss, J. (1982). Social development through friendship. In Peer relationships and social skills in childhood (pp. 279-298). Springer, New York, NY.
Szczepanski, A. (2009). Outdoor education: Authentic learning in the context of urban and rural landscape: A way of connecting environmental education and health to sustainable learning: Literary education and sensory experience. Perspective of the where, what, why, and when of learning. Perspective of the where, what, why and when of learning. (February, 2013) http://www. mgu. ac. jp/21tosyokan/files/hatsurin_13. Pdf.
Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology. 22(1-2), 49-63.
Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior. 35(3), 311-330.
Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior. 35(3), 311-330.
Wolf, K. L. (2003). Youth and mental health: work projects in urban green space. In Engineering Green: Proceeding of the 11th National Urban Forest Conference. Washington C.
Woolfolk-Hoy, A. E. (2004). Educational psychology, 9/e, active learning edition. Allyn & Bacon, Boston, MA.
Journal of Applied Psychological Research
Volume 11, Issue 1
May 2020
Pages 117-136

Files

History

  • Receive Date: 22 May 2018
  • Revise Date: 27 May 2018
  • Accept Date: 31 December 2019
  • First Publish Date: 20 April 2020
  • Publish Date: 20 April 2020

Share

How to cite

Statistics