Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept
This article provides a proof of concept for an approach to modeling child–nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2018-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2018.00835/full |
| _version_ | 1818407197316481024 |
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| author | Peter H. Kahn Peter H. Kahn Thea Weiss Kit Harrington |
| author_facet | Peter H. Kahn Peter H. Kahn Thea Weiss Kit Harrington |
| author_sort | Peter H. Kahn |
| collection | DOAJ |
| description | This article provides a proof of concept for an approach to modeling child–nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each one can occur – in more domestic or wild forms – given different types of nature, people, and purposes. The model draws from constructivist psychology, ecological psychology, and evolutionary psychology, and is grounded in observational data collected through a time-sampling methodology at a nature preschool. Through using a nature language that emphasizes ontogenetic and phylogenetic significance, seven keystone interaction patterns are described for this nature preschool: using one’s body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. These 7 interactions patterns are then brought together with 13 other patterns published elsewhere to provide a total of 20 keystone interaction patterns that begin to fill out the model, and to show its promise. Discussion focuses on what the model aims to be in terms of both product and process, on what work the model can currently do, and how to further develop the model. |
| first_indexed | 2024-12-14T09:24:00Z |
| format | Article |
| id | doaj.art-6b81121ac54b4e9db21d59d7eefd90b5 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T09:24:00Z |
| publishDate | 2018-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-6b81121ac54b4e9db21d59d7eefd90b52022-12-21T23:08:13ZengFrontiers Media S.A.Frontiers in Psychology1664-10782018-05-01910.3389/fpsyg.2018.00835356606Modeling Child–Nature Interaction in a Nature Preschool: A Proof of ConceptPeter H. Kahn0Peter H. Kahn1Thea Weiss2Kit Harrington3Department of Psychology, School of Environmental and Forest Sciences, University of Washington, Seattle, WA, United StatesDepartment of Psychology, University of Washington, Seattle, WA, United StatesDepartment of Psychology, University of Washington, Seattle, WA, United StatesFiddleheads Forest School, University of Washington Botanic Gardens, Seattle, WA, United StatesThis article provides a proof of concept for an approach to modeling child–nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each one can occur – in more domestic or wild forms – given different types of nature, people, and purposes. The model draws from constructivist psychology, ecological psychology, and evolutionary psychology, and is grounded in observational data collected through a time-sampling methodology at a nature preschool. Through using a nature language that emphasizes ontogenetic and phylogenetic significance, seven keystone interaction patterns are described for this nature preschool: using one’s body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. These 7 interactions patterns are then brought together with 13 other patterns published elsewhere to provide a total of 20 keystone interaction patterns that begin to fill out the model, and to show its promise. Discussion focuses on what the model aims to be in terms of both product and process, on what work the model can currently do, and how to further develop the model.https://www.frontiersin.org/article/10.3389/fpsyg.2018.00835/fullnature preschoolsinteractioninteraction patternsmodelingwild natureproof of concept |
| spellingShingle | Peter H. Kahn Peter H. Kahn Thea Weiss Kit Harrington Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept Frontiers in Psychology nature preschools interaction interaction patterns modeling wild nature proof of concept |
| title | Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept |
| title_full | Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept |
| title_fullStr | Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept |
| title_full_unstemmed | Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept |
| title_short | Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept |
| title_sort | modeling child nature interaction in a nature preschool a proof of concept |
| topic | nature preschools interaction interaction patterns modeling wild nature proof of concept |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2018.00835/full |
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