Response to Review of The Significance of Children and Animals: Social Development and Our Connections to Other Species

Myers, Gene

doi:10.1353/cye.2007.0002

Cited by 20 publications

(3 citation statements)

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“…Scholars in the broad field of humanistic environmental studies have proposed many terms that can replace Anthropocene [34] to envision a future common world [35] that will be less anthropocentric. These include, for example, Capitalocene [36], Plantationocene [37] and Planthroposcene [38]. Bailey-Charteris ( [39].…”

Section: Discussion and Concluding Remarks (Flowing In The Hydranthro...mentioning

confidence: 99%

Encounters between forest hydrology, meteorology and philosophy of environmental education in the era of the Anthropocene

Proutsos,

Tigkas,

Tsevreni

et al. 2023

E3S Web Conf.

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The paper investigates water in the forest ecosystem through an interdisciplinary prism combining hydrology with meteorology, environmental education and environmental ethics. The research aimed at producing a pedagogical methodology of familiarising with the hydrological cycle in the forest, not with its stereotypical and knowledge-centred approach, but with a framework that would support an experiential, ecocentric and holistic way of environmental learning in the Anthropocene. The research process was implemented through a hybrid approach of action research and took place through research teams’ encounters with water in the forest ecosystem of Dirfys, Evia. Our hydro-pedagogies in the forest manifest through a spiral pedagogical process of experiencing, feeling and thinking with water, which flows in four cycles: a) exploring with water, b) empathising with water, c) interconnecting with water, and d) reflecting with water. Our proposed hydro-pedagogies flow in the Hydranthropocene as an alternative view to pedagogical research and praxis with water visualising an ecocentric, watery common future.

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Section: Discussion and Concluding Remarks (Flowing In The Hydranthro...mentioning

confidence: 99%

Encounters between forest hydrology, meteorology and philosophy of environmental education in the era of the Anthropocene

Proutsos,

Tigkas,

Tsevreni

et al. 2023

E3S Web Conf.

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“…Both Corsaro (1985) and Kane (1996) observed that children pretending to be baby animals were more free to move and were more aggressive than pretend-babies in human families (Corsaro 1985;Evaldsson and Corsaro 1998;Kane 1996). Myers (1998) is critical of the tendency to reduce the function of play where children pretend to be animals to represent human roles. Instead he wants to study such play as a way to understand what animals mean to children.…”

Section: Animal Playmentioning

confidence: 99%

Children's Gendered and Non-Gendered Play in Natural Spaces

Änggård¹

2011

Children, Youth and Environments

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This paper concerns gender aspects of children's play in nature environments. In an ethnographic study, children between 1½ and 6 years in a Swedish outdoor preschool were videotaped during time for free play. Four different play themes were particularly popular among the children: war and superhero play, family play, animal play and physical play. Each one of these themes has been analyzed from two perspectives: how nature resources are used and which gender positions they provide. Within the themes, nature's affordances are used in various ways. Similarly, a range of gender positions is evident across the themes. The superhero theme includes exclusively gender-stereotyped masculine play positions, while the family theme includes both traditional gender positions and possibilities for transgressions. Further, animal play as well as physical play provides non-gendered play positions. Natural environments are not gender-coded in themselves and they invite certain play activities where girls and boys play together. Thus, nature spaces seem to offer good opportunities to promote gender equity.

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“…Children's attraction to animals is something we have all witnessed. From an early age, children tend to interact with animals, acquire the perception that an animal has its own autonomy and goals, and express concern for their welfare, developing an ethical code which guides them as to how animals should be treated (Myers, 2007). Fonseca et al (2011, p. 127) confirmed these claims since they found that 'children are intrinsically motivated to treat animals well and to respect animal life'.…”

Section: Introductionmentioning

confidence: 99%

How photos can affect children's perception of animal welfare: A study involving pupils from Portugal and Spain

Almeida

Sumozas

2022

Children & Society

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This study aimed to identify perceptions of animal welfare in pupils from Portugal and Spain. Two versions of a questionnaire were designed. Each included one of a pair of photos for the same context, three out of six, intended to generate a positive perception of animal welfare. The results were similar in both countries and by sex, supporting the idea that the framing of photos can manipulate the children's perception of animal welfare. The importance of the development of visual literacy in children, as a way to better interpret the implicit and explicit messages proposed by photos, is recommended.

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Response to Review of The Significance of Children and Animals: Social Development and Our Connections to Other Species

Cited by 20 publications

References 0 publications

Encounters between forest hydrology, meteorology and philosophy of environmental education in the era of the Anthropocene

Encounters between forest hydrology, meteorology and philosophy of environmental education in the era of the Anthropocene

Children's Gendered and Non-Gendered Play in Natural Spaces

How photos can affect children's perception of animal welfare: A study involving pupils from Portugal and Spain

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