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- W4320150103 abstract "The current environmental crisis calls for urgent individual and collective action towards protecting the natural environment worldwide. Research suggests that environmental learning starting in the early years can last a lifetime (OECD, 2018; Pramling Samuelsson et al., 2019). From a socio-cultural and bio-ecological perspective, children learn in a socio-cultural context via interactions with others (peers and/or adults) around them (Bronfenbrenner & Morris, 2006; Vygotsky, 1978). In this context, adults and children alike experience bi-directional influences that help them create new skills and new knowledge together. Parents are the children’s first educators and therefore, they can play a vital role in supporting their children’s environmental learning opportunities, yet they face numerous barriers. While parental support for children’s environmental learning is important, this is an area of environmental research that is still under-researched. Since in this study I conducted interviews with parents as well, their perceptions of how young children understand and learn about the environment and sustainability are important. Teachers are equally important in supporting children’s environment learning in the early years. In fact, the Education Agenda 2030 urges governments worldwide to provide access to education to all children by 2030 (UNESCO, 2016). This is an important step towards increasing children’s access to education and learning to increase their chances of better outcomes later on in life (Angrist et al., 2022). Such access could potentially lead to more sustainable ways of living too." @default.
- W4320150103 created "2023-02-13" @default.
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- W4320150103 date "2022-01-01" @default.
- W4320150103 modified "2023-09-27" @default.
- W4320150103 title "Intergenerational Learning: Environmental Literacy in the Family and Beyond" @default.
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- W4320150103 doi "https://doi.org/10.1007/978-3-031-23182-7_10" @default.
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