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Ecological Identity, Empathy, and Experiential Learning: A Young Child's Explorations of a Nearby River

Published online by Cambridge University Press:  26 April 2018

Chloe Humphreys  and
Sean Blenkinsop
Chloe Humphreys
Affiliation:
Simon Fraser University, Burnaby, British Columbia, Canada
Sean Blenkinsop*
Affiliation:
Simon Fraser University, Burnaby, British Columbia, Canada
*
Address for correspondence: Sean Blenkinsop, Faculty of Education, Simon Fraser University, 8888 University Drive Burnaby, BC, CanadaV5A 1S6. Email: [email protected]
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Abstract

This article uses an unconventional format to explore the role of parent and nature and the development of a young child's ecological identity. It follows journal entries from a mother observing her young son, Julian, as he explores, interacts with, and learns from the Stawamus River on the west coast of British Columbia. By creating questions, discussing and analysing these written observations, we explore the role of parenting and nature and the implications this might have for environmental education. Some of the ideas explored in this article include early ecological identity, empathy, relational existence, experiential learning, and affordances in the natural world. We further suggest that nature and parent working together might become key educators for a child.

Keywords

young childrenenvironmental identityempathyaffordancesnature parenting
Type
Feature Articles
Information
Australian Journal of Environmental Education , Volume 34 , Special Issue 2: Ecologising Education: Storying, Philosophising and Disrupting , July 2018 , pp. 143 - 158
Copyright
Copyright © The Author(s) 2018 

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