ABSTRACT
It is hoped that this book has shown how building upon first-hand experiences, practical investigations and interactions with the natural and built environments, and helping children to begin to appreciate the complex inter-relationships between people, culture and biophysical surroundings are essential starting points for teaching and learning in geography and environmental education. Indeed, the most valuable and readily available resource is the environment itself. Young children are fascinated by their surroundings and have a tremendous capacity to build upon natural learning experiences that take place within them. A wealth of secondary resource material – books, audio-and video-tapes, television programmes, computer software and web resources, archives, maps, illustrative material, poems and plays about the world, about people and environmental issues and interrelationships – is not just desirable but an essential focus of successful classroom work. These will combine with experiences derived from the environment itself to ensure progress in, and give structure and meaning to learning tasks. If a primary school’s co-ordinated approach to the inclusion of geography
and environmental education is to be successful, it depends as much upon the attitude of those designing and implementing it as on the content of what is being taught and learnt. The importance of developing pupils’ attitudes has been discussed, but the critical importance of educators’ attitudes has so far escaped attention. Central to geography and the study of the environment is the importance of attitudes and values, especially if a fundamental aim is to change people’s attitudes from exploitation and dominance to global protection and care. This is, of course, a deeply personal issue and every individual has to be responsible for his or her own attitude changes and concern for future generations. Nevertheless, the teacher’s role cannot be over-emphasised. If a real impact is to be made, environmental awareness in the school as a whole is surely essential. In part this involves the successful implementation of programmes of work and progressive topics of a geographical and environmental nature, incorporating those components which this book has highlighted. It also takes account of the whole school
environment, its ethos, its approach to caring for people and other living things, and, of course, the overall personal development of each child as an individual. This book opened with some comments from young learners. It will
conclude with some of the thoughts of Nicola, aged 4, from Stanford, California:
Nicola I’m going to tell you something that’s very awful ^ we are trying to save trees . . . they’re trying to chop down the trees in this beautiful place, but you know what, we’re trying and trying to save them from not being chopped down . . . but they’re sick, but we’re trying to save them even though they’re sick.
