Children's Competence and the Ecology of Communities: A Functional Approach to the Evaluation of Participation

Chawla, Louise; Heft, Harry

doi:10.1006/jevp.2002.0244

Cited by 154 publications

(135 citation statements)

References 9 publications

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“…An Embedded in three of the five perspectives is an understanding that EE goals necessitate education for environmental stewardship to transition smoothly to future generations (S28). Whether educating youth about principles of sustainability (first perspective), fostering moral responsibility (third perspective), or developing future activists (fourth perspective), building children's competence and stewardship is important, reflecting a symbiotic relationship between youth competencies and their local communities' assets (Chawla and Heft 2002;Chawla and Cushing 2007). The youth-centric focus in this study is strong enough to suggest that lifelong adult education may be downplayed in EE.…”

mentioning

confidence: 92%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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Since the 1980s, scholars have suggested that environmental education (EE) has a 'definitional problem' represented by a multiplicity of perspectives that have critically impacted its discourse, practices, and outcomes. This study sought to investigate how North American EE practitioners from backgrounds ranging from formal and non-formal institutions think about their work. We focused on folk narratives and emerging urban environmental concerns of community education rather than reliance on academic opinion alone. Using Q methodology, the study identified five distinct perspectives that appear to represent different ways of prioritizing EE outcomes. All five perspectives were concerned with promoting sustainable living and improved human well-being, but the nuances suggest that an individual who adheres strongly to one may feel someone holding a contrasting perspective is working at cross-purposes. The authors suggest that understanding these perspectives can help reduce misunderstanding within the EE field.

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mentioning

confidence: 92%

Practitioners’ perspectives on the purpose of environmental education

Fraser

Gupta

Krasny

2014

Environmental Education Research

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“…Engaging youth in collaborative activities and decision making exposes them to multiple perspectives, critical deliberation, analytic and problem-solving approaches, and strategic planning, and it supports cognitive and social development (Wong et al, 2010). Formal and informal disaster efforts provide opportunities to increase children’s awareness and knowledge and to enhance their personal confidence, self-esteem (Chawla & Heft, 2002), sense of social worth (Matthews, 2003), connectedness (Chawla & Heft, 2002), and personal- and collective-efficacy (Chawla & Heft, 2002; Jennings, Parra-Medina, Messias, & McLoughlin, 2006). Thus, participation in disaster risk reduction activities supports empowerment in children which in turn should enhance their resilience.…”

Section: Benefits Of Child Participationmentioning

confidence: 99%

“…Participation in community efforts creates opportunities for adult–child interactions to build relationships (Matthews, 2003), recognize each other’s strengths and assets, and appreciate the views and needs of others (Chawla & Heft, 2002; Jennings et al, 2006) and the value of partnership and collaboration (Jennings et al, 2006). Engaging children also has direct benefit for the community through, for example, enhanced social connection and networks and an informed and involved citizenry (Chawla & Heft, 2002; Matthews, 2003), which may lead to a better prepared populace.…”

Section: Benefits Of Child Participationmentioning

confidence: 99%

“…Engaging children also has direct benefit for the community through, for example, enhanced social connection and networks and an informed and involved citizenry (Chawla & Heft, 2002; Matthews, 2003), which may lead to a better prepared populace. Unfortunately, little scientific evidence has emerged to support these potential benefits of children’s participation (Chawla & Heft, 2002) or of children’s involvement in disaster risk reduction activities (Back et al, 2009). Successful outcomes for both children and their communities depend on the choice of activities, the creation of and advancement toward programme goals, and the relationships established with informed and supportive adults (USDHHS, 2017).…”

Section: Benefits Of Child Participationmentioning

confidence: 99%

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Involving children in disaster risk reduction: the importance of participation

Pfefferbaum

Horn

2018

European Journal of Psychotraumatology

100

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Background: Millions of children are affected by disasters every year. Children need not be passive victims, however, but instead may contribute to disaster risk reduction activities. Objective: This paper provides a theoretical foundation for children’s involvement in disaster risk reduction activities. Method: The paper reviews and analyses the literature on children’s participation, on their developmental capacity to participate, and on disaster risk reduction activities involving children. Results: Participation yields numerous potential benefits for children, including enhanced personal development and skills, self-efficacy, and interpersonal relationships, and for communities through improved social connections and networks and disaster preparedness. Conclusions: Children are resources to be cultivated and mobilized for disaster preparedness, response, recovery, and resilience. Attention is needed to identify approaches to appropriately enlist, engage, and involve children in disaster risk reduction activities; to promote these efforts; and to evaluate these approaches.

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“…Enrolled students learn about children's rights, ethics and research methods, and then work with children/young people on planning and design projects. A key objective is for students to appreciate the variety of conditions affecting children's/young people's wellbeing, as well as their agency, insight and competence when negotiating the world and participating in the public sphere (Cammaerts, Bruter, Banaji, Harrison, & Anstead, 2014;Chawla & Heft, 2002;Vromen, Xenos, & Loader, 2015). A child-centred approach influenced subject development, and its delivery.…”

Section: Addressing a Gap In Planning Educationmentioning

confidence: 99%

Educating Future Planners about Working with Children and Young People

Rudner

2017

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Planning and urban design professionals should ensure they engage children/young people in their work so planning systems and strategic policy can be more inclusive of the needs and aspirations of children/young people. Yet practitioners do not necessarily view children/young people as legitimate stakeholders, and professionals do not necessarily have the skills to be inclusive. To shift current policy and practice, planners and designers need to be better educated so they can facilitate children's/young people's contributions as well as advocate effectively for systemic change. The UN Convention on the Rights of the Child and the UNICEF Child Friendly Cities provide legitimacy and direction for current and future professionals about why engagement with children/young people should be a fundamental part of professional practice. However, it's important that students and practitioners learn how to engage with children/young people ethically. A key starting point is the way in which education is constituted as ethical practice when conducting research and engagement activities with children/young people. Lansdown's (2011) requirements for ethical engagement are applied to reflexively evaluate the design and implementation of a university subject, delivered in Victoria, Australia, that trains future planners about how to work with children and young people.

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Children's Competence and the Ecology of Communities: A Functional Approach to the Evaluation of Participation

Cited by 154 publications

References 9 publications

Practitioners’ perspectives on the purpose of environmental education

Practitioners’ perspectives on the purpose of environmental education

Involving children in disaster risk reduction: the importance of participation

Educating Future Planners about Working with Children and Young People

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