The Community Ecology Institute...
As highlighted by Chawla and Derr (2012), the body of research on the life experiences that foster pro environmental behavior (PEB) can be organized to offer a general progression of key experiences that are particularly influential at different periods in life. During childhood, time in nature and family members are particularly significant influences for life-long PEB. The experiential emphasis during early childhood is on direct nature play and exploration that is, at times, facilitated by family members or teachers and in the company of peers or members of a youth organization. In middle childhood environmental socialization, a phrase coined by James and colleagues (2010), expands to include more structured knowledge, skills, and activities. During later adolescence and early adulthood, nature experiences remain important and “education, books, films, travel, student organizations, and friends help… lead to the formation of an environmental identity that crystallizes in advanced education and skills, and in affiliation with other committed environmental professionals, amateurs, or volunteers” (Chawla & Derr, 2012). During adulthood, “people increased their knowledge about issues and strategies for action through work or volunteer activities…nature experiences remain important, including the loss of valued habitats” (Chawla & Derr, 2012). Thus, people’s relationship with nature and environmental identity optimally begins with direct, informal childhood experiences and gradually proceeds to include more formal, still experience-based learning about the environment and PEB—fostering motivation to protect the natural environment as well as a sense of efficacy to do so (Chawla & Derr, 2012). As people seek to engage in or encourage experiences that effectively foster PEB, the following experiential components should be emphasized (Wells & Lekies, 2012): active, hands-on activities; addressing local issues; involvement in projects; the use of familiar and easily accessible sites; repeated exposure; active engagement of teachers; sensory experiences that make interaction with nature more real and memorable; relationships with peers and adults; novelty of experiences; and freedom to choose activities.
As highlighted by Chawla and Derr (2012), the body of research on the life experiences that foster pro environmental behavior (PEB) can be organized to offer a general progression of key experiences that are particularly influential at different periods in life. During childhood, time in nature and family members are particularly significant influences for life-long PEB. The experiential emphasis during early childhood is on direct nature play and exploration that is, at times, facilitated by family members or teachers and in the company of peers or members of a youth organization. In middle childhood environmental socialization, a phrase coined by James and colleagues (2010), expands to include more structured knowledge, skills, and activities. During later adolescence and early adulthood, nature experiences remain important and “education, books, films, travel, student organizations, and friends help… lead to the formation of an environmental identity that crystallizes in advanced education and skills, and in affiliation with other committed environmental professionals, amateurs, or volunteers” (Chawla & Derr, 2012). During adulthood, “people increased their knowledge about issues and strategies for action through work or volunteer activities…nature experiences remain important, including the loss of valued habitats” (Chawla & Derr, 2012). Thus, people’s relationship with nature and environmental identity optimally begins with direct, informal childhood experiences and gradually proceeds to include more formal, still experience-based learning about the environment and PEB—fostering motivation to protect the natural environment as well as a sense of efficacy to do so (Chawla & Derr, 2012). As people seek to engage in or encourage experiences that effectively foster PEB, the following experiential components should be emphasized (Wells & Lekies, 2012): active, hands-on activities; addressing local issues; involvement in projects; the use of familiar and easily accessible sites; repeated exposure; active engagement of teachers; sensory experiences that make interaction with nature more real and memorable; relationships with peers and adults; novelty of experiences; and freedom to choose activities.