The document discusses the health and learning crises facing children today, such as obesity, asthma, ADHD, and mood disorders. It attributes these issues partially to decreased time children spend outdoors and increased time with electronics and exposure to environmental toxins. The presentation then outlines goals of green schools, including general benefits and specific benefits of aspects like building design, outdoor classrooms, and environmental study. It provides examples of green schools and discusses the potential for schools to serve as therapeutic environments.
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
The Importance of Early Childhood EducationLearners LLP
An early childhood education program provides developmentally appropriate curriculum to help children develop cognitive, social, emotional, and language skills. It ensures children meet age-appropriate developmental milestones, improves school performance, sharpens thinking and attention, and lowers dropout rates. The program allows children to build relationships with other children and adults, which enhances communication, interaction, exploratory behavior, and language development while reducing problem behaviors. It also helps children make adjustments needed for formal schooling.
This document summarizes literacy development from kindergarten through first grade (Stage One). It covers key areas including spelling development, phonological awareness/phonics, reading accuracy, oral and written language development, and writing. The main goals during this stage are to develop phonemic awareness, letter-sound knowledge, decoding skills, sight word recognition, and the ability to write simple sentences. Instruction focuses on teaching sounds, letter patterns, high-frequency words, and connecting speech to print.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
The document discusses early literacy and the role of libraries in promoting early literacy. It defines early literacy as the knowledge and skills children develop related to reading and writing before they can read independently. Early literacy is important for later school success, lifelong earning potential, and economic contributions. Libraries promote early literacy through storytimes, providing books, and partnerships with early childhood organizations. The document advocates for libraries as key partners in early learning hubs to support early literacy from birth to age 5.
A community school is both a place and a partnership between the school and community resources. This partnership involves collaboration in various areas such as planning, policy making, communication, problem solving, and program and financial development. There are two main types of participation - collaborative relationships and organized associations. Collaborative relationships include projects like literacy assistance and civic participation. Organized associations include groups like the Parent-Teacher Association which provides a forum for discussion and ensures parental cooperation and support of the school.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
The Importance of Early Childhood EducationLearners LLP
An early childhood education program provides developmentally appropriate curriculum to help children develop cognitive, social, emotional, and language skills. It ensures children meet age-appropriate developmental milestones, improves school performance, sharpens thinking and attention, and lowers dropout rates. The program allows children to build relationships with other children and adults, which enhances communication, interaction, exploratory behavior, and language development while reducing problem behaviors. It also helps children make adjustments needed for formal schooling.
This document summarizes literacy development from kindergarten through first grade (Stage One). It covers key areas including spelling development, phonological awareness/phonics, reading accuracy, oral and written language development, and writing. The main goals during this stage are to develop phonemic awareness, letter-sound knowledge, decoding skills, sight word recognition, and the ability to write simple sentences. Instruction focuses on teaching sounds, letter patterns, high-frequency words, and connecting speech to print.
Re-Connecting the World's Children To NatureKlausGroenholm
This document calls for action to strengthen children's connection to nature. It notes that children benefit in many ways from spending time in natural environments, but that opportunities for this are declining. The call to action asks families, educators, and community leaders worldwide to make developmentally appropriate nature education a central part of children's daily lives and education. It proposes that experiencing nature is essential for children's healthy development and will help them develop care for the environment as adults.
The document discusses early literacy and the role of libraries in promoting early literacy. It defines early literacy as the knowledge and skills children develop related to reading and writing before they can read independently. Early literacy is important for later school success, lifelong earning potential, and economic contributions. Libraries promote early literacy through storytimes, providing books, and partnerships with early childhood organizations. The document advocates for libraries as key partners in early learning hubs to support early literacy from birth to age 5.
A community school is both a place and a partnership between the school and community resources. This partnership involves collaboration in various areas such as planning, policy making, communication, problem solving, and program and financial development. There are two main types of participation - collaborative relationships and organized associations. Collaborative relationships include projects like literacy assistance and civic participation. Organized associations include groups like the Parent-Teacher Association which provides a forum for discussion and ensures parental cooperation and support of the school.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
Topic 10 the world is our campus by punoMaria Theresa
This document discusses the importance of institutional planning, foreign linkages, and partnerships for educational institutions. It contains 3 key points:
1) Institutional planning requires a situational analysis to identify needs, problems, and opportunities in order to develop relevant programs. Educational institutions must also evaluate their own strengths and weaknesses.
2) Developing foreign partnerships is difficult and takes time, effort, and initiative to nurture mutual trust and confidence. In the globalized world, international participation is important for relevance and academic excellence.
3) To attract foreign partners, educational institutions should identify unmet needs in other countries and develop programs to address them, or create demand for existing academic programs and professional expertise.
The document discusses the importance of a safe, healthy, and developmentally appropriate physical environment for infants and toddlers. Key aspects of the environment include ensuring it is child-proof, hygienic, and properly supervised. The space must also be tailored to the age, abilities, and cultural needs of the children. Factors like room layout, toys, and noise levels should encourage independence and exploration while keeping children safe. Assessing the quality of the environment involves considering aspects of design that support various developmental needs.
This document discusses reading and literacy development at school and home. It covers the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each dimension, it provides examples of how reading is taught at school and how parents can support reading development at home through activities like reading aloud, playing word games, visiting the library, and modeling reading. The document emphasizes the importance of collaboration between home and school to help children become proficient readers.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
Hilda Swirsky has had an extensive career focused on environmental health as a nurse educator, member of nursing organizations, and clinical practitioner. She has taught about environmental health, strengthened nursing policies and guidelines, and advocated for banning toxins and promoting clean air and water. Nurses can help address environmental health issues like pollution, climate change, and toxins by educating others, advocating for policies, and greening their practices.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
This document discusses the importance of school and family partnerships to improve student outcomes. It provides tips for schools on how to involve families, such as helping families create home environments conducive to learning, improving home-school communication, and recruiting parent volunteers. Research shows that school, family and community partnerships result in higher student grades and test scores, better attendance and behavior, and increased feelings of support among parents, teachers and the community.
Parent involvement in building communities 3Eleanor Moreno
The document discusses different types of parent involvement in school communities. It identifies five categories of parent behaviors: traditional parent volunteers, reactive parents, uninvolved parents, mindful parents, and fully-engaged parents. Traditional volunteers contribute highly to the school but not necessarily student success, while reactive parents use harmful behaviors and contribute little. Uninvolved parents are isolated from the school community. Mindful parents focus on their child but not the school, and fully-engaged parents are high contributors to both student and school success through collaboration. The document also identifies beneficial features of parent involvement and rethinks parent types as being supportive/not supportive of their child and active/inactive participants in the school.
Health behaviors, cognition and learning 2016Eero Haapala
Healthy lifestyle and learning – the evidence on the associations of physical activity, diet, and obesity with cognitive functions and academic performance
“The running man” has been the gold standard phenotype of homo sapiens for thousands of years. Physical activity was an essential and universal part of our lifestyle no more than 100 years ago, but the need for physical work has decreased dramatically since then. Changes in lifestyle have led to physical inactivity and the concomitant development of health problems causing economic losses. Less than half of children and adolescents undertake the recommended 60 minutes of moderate to vigorous physical activity daily. The evidence also suggests that “the running man” is much more an exception than a rule among the children and adolescents of this millennium. Furthermore, recent evidence suggesting that children´s dietary patterns typically include a high intake of saturated fat and sucrose, a high consumption of fast foods, and a low consumption of vegetables is alarming. Finally, the prevalence of overweight and obesity has increased substantially during the past three decades.
Physical inactivity, poor nutrition, and overweight may impair the rapidly developing brain and cognitive functions and unhealthy lifestyle may also deteriorate children’s academic achievement. Sedentary lifestyle, poor diet quality, and adiposity may, therefore, have far-reaching effects on children ́s lives in later years. If physical inactivity and poor diet quality and the concomitant development of health problems including overweight and obesity are associated with less than optimal cognitive function and academic development, they may also be associated with poorer education levels leading to lower socioeconomic attainment and various physical and psychosocial problems.
A student visited Thisted, Denmark from May 8-13, 2011 and had a positive experience learning about renewable energy, nature, art, and music through school lessons and community projects. They saw an Earth House, had a science lesson, saw teachers featured in the newspaper, attended a project meeting, and enjoyed music from students, spending wonderful days focused on going green.
This document discusses how companies can go green and reduce costs through renewable energy solutions from Anu Solar Power Pvt. Ltd. It outlines how solar water heaters, LED lights, and solar inverters can lower energy bills. Anu Solar offers green audits to analyze where companies can improve efficiency and consulting services to implement renewable solutions. They have over two decades of experience and can provide products, installation, and maintenance to help companies reduce their carbon footprint in a cost-effective manner.
Eskilstuna takes positive steps to protect the environment through its wetlands that purify wastewater, its waste sorting system using colored bags, and buses running on biogas made from organic waste. However, toxic waste remains in the ground from earlier industrial activities and the public transportation system and local river could be improved, such as having more available buses to reduce car use and cleaning up the river which some use as a dump.
The document discusses the business case for green building and provides statistics on the growing green building market. It notes that environmental responsibility, customer demand, and keeping up with competitors are top motivators for builders to go green. The green building market is expected to significantly increase over the next 5 years. Perceived higher costs and lack of consumer awareness are key challenges.
This document discusses environmentally friendly practices in Eskilstuna, Sweden. It outlines how waste is sorted by color into different bags for various materials and how public transportation like buses and trains use renewable fuels. It also mentions how the city is replacing nuclear power with renewable energy sources like wind, water, and solar power. However, it notes some negative environmental behaviors like wasting food, smoking at schools, and using inefficient lighting, and provides examples of potential solutions to address each issue.
The document discusses various environmental initiatives in Eskilstuna, Sweden. It describes a car-free day to promote alternative transportation, the use of bio-gas fueled public buses, widespread recycling stations, and issues of littering garbage and cigarette butts that harm wildlife. Solutions proposed include more frequent garbage collection, ashtrays in public spaces, and taking personal responsibility to stop polluting rivers.
Does 'Green' Marketing Really Work? What a recent experiment uncovered about ...MarketingExperiments
Almost anyone with a little creativity can claim to be a “green” company. “Green washing” has become so prevalent in recent years that new marketing laws have had to be put in place to control the blatant deception in so many green marketing campaigns.
But truthful or not, green marketing promises to give our campaigns a quick performance boost with only a slight shift in design or messaging.
However, does it really have an impact on whether a customer will buy from us or not? One company decided to test it, and what the marketers found may surprise you.
In our next clinic, we’ll be exploring the question of whether green marketing has a measurable impact on real marketing campaigns. You’ll learn:
• What we discovered from a real green marketing experiment
• How consumers think about green marketing
• Principles you can take away and immediately apply to your own marketing materials
***PLUS LIVE OPTIMIZATION***
In addition to the case studies and practical training you’ll receive in the clinic, you’ll also have a chance to have your pages reviewed live with research-grounded suggestions from our analysts.
This document discusses ways for individuals and businesses to be more environmentally friendly. It provides statistics on waste generated by Americans and how reducing consumption of resources like water, electricity, and paper can save significant amounts of energy and money. Specific tips recommended include changing to energy efficient light bulbs, using energy star appliances, setting timers and motion sensors, reusing and recycling materials, and buying recycled office supplies. The document encourages businesses to implement green practices and inform customers about their sustainability efforts.
Green Revolution Travel will establish its headquarters in Bangkok in 2013 and open 6 regional offices by 2015, becoming a leading eco-tour operator in Thailand. The company founders have advanced degrees and aim to benefit local communities economically while protecting the environment. The company will focus on developing sustainable tourism practices, increasing awareness of responsible travel, and donating funds raised from customers to local projects. Green Revolution Travel plans to use a market segmentation strategy and 4Ps marketing approach to promote its mission of ethical and authentic tourism experiences.
The document is a summary of activities that took place from 2010-2012 as part of a "Go Green, Go Clean: Act Now!" initiative in Aradippou, Cyprus. Groups of partners visited Aradippou's school where they participated in recycling plastic, dancing in costumes, performing, singing with children, playing in the schoolyard, visiting nearby cities, experiencing snow in Cyprus' mountains, enjoying a carnival at the school, working in Aradippou's Museum and enjoying Cypriot food at the Museum. The event concluded with awarding partner guests and a message to go green, go clean and act now.
Topic 10 the world is our campus by punoMaria Theresa
This document discusses the importance of institutional planning, foreign linkages, and partnerships for educational institutions. It contains 3 key points:
1) Institutional planning requires a situational analysis to identify needs, problems, and opportunities in order to develop relevant programs. Educational institutions must also evaluate their own strengths and weaknesses.
2) Developing foreign partnerships is difficult and takes time, effort, and initiative to nurture mutual trust and confidence. In the globalized world, international participation is important for relevance and academic excellence.
3) To attract foreign partners, educational institutions should identify unmet needs in other countries and develop programs to address them, or create demand for existing academic programs and professional expertise.
The document discusses the importance of a safe, healthy, and developmentally appropriate physical environment for infants and toddlers. Key aspects of the environment include ensuring it is child-proof, hygienic, and properly supervised. The space must also be tailored to the age, abilities, and cultural needs of the children. Factors like room layout, toys, and noise levels should encourage independence and exploration while keeping children safe. Assessing the quality of the environment involves considering aspects of design that support various developmental needs.
This document discusses reading and literacy development at school and home. It covers the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For each dimension, it provides examples of how reading is taught at school and how parents can support reading development at home through activities like reading aloud, playing word games, visiting the library, and modeling reading. The document emphasizes the importance of collaboration between home and school to help children become proficient readers.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
Hilda Swirsky has had an extensive career focused on environmental health as a nurse educator, member of nursing organizations, and clinical practitioner. She has taught about environmental health, strengthened nursing policies and guidelines, and advocated for banning toxins and promoting clean air and water. Nurses can help address environmental health issues like pollution, climate change, and toxins by educating others, advocating for policies, and greening their practices.
Literacy rich environments are key to making children excited about learning to read. This presentation provides tips for adding literacy elements to preschool and daycare classrooms, as well as to libraries: from name labels on cubbies to dress-up clothes for imaginative play.
This document discusses the importance of school and family partnerships to improve student outcomes. It provides tips for schools on how to involve families, such as helping families create home environments conducive to learning, improving home-school communication, and recruiting parent volunteers. Research shows that school, family and community partnerships result in higher student grades and test scores, better attendance and behavior, and increased feelings of support among parents, teachers and the community.
Parent involvement in building communities 3Eleanor Moreno
The document discusses different types of parent involvement in school communities. It identifies five categories of parent behaviors: traditional parent volunteers, reactive parents, uninvolved parents, mindful parents, and fully-engaged parents. Traditional volunteers contribute highly to the school but not necessarily student success, while reactive parents use harmful behaviors and contribute little. Uninvolved parents are isolated from the school community. Mindful parents focus on their child but not the school, and fully-engaged parents are high contributors to both student and school success through collaboration. The document also identifies beneficial features of parent involvement and rethinks parent types as being supportive/not supportive of their child and active/inactive participants in the school.
Health behaviors, cognition and learning 2016Eero Haapala
Healthy lifestyle and learning – the evidence on the associations of physical activity, diet, and obesity with cognitive functions and academic performance
“The running man” has been the gold standard phenotype of homo sapiens for thousands of years. Physical activity was an essential and universal part of our lifestyle no more than 100 years ago, but the need for physical work has decreased dramatically since then. Changes in lifestyle have led to physical inactivity and the concomitant development of health problems causing economic losses. Less than half of children and adolescents undertake the recommended 60 minutes of moderate to vigorous physical activity daily. The evidence also suggests that “the running man” is much more an exception than a rule among the children and adolescents of this millennium. Furthermore, recent evidence suggesting that children´s dietary patterns typically include a high intake of saturated fat and sucrose, a high consumption of fast foods, and a low consumption of vegetables is alarming. Finally, the prevalence of overweight and obesity has increased substantially during the past three decades.
Physical inactivity, poor nutrition, and overweight may impair the rapidly developing brain and cognitive functions and unhealthy lifestyle may also deteriorate children’s academic achievement. Sedentary lifestyle, poor diet quality, and adiposity may, therefore, have far-reaching effects on children ́s lives in later years. If physical inactivity and poor diet quality and the concomitant development of health problems including overweight and obesity are associated with less than optimal cognitive function and academic development, they may also be associated with poorer education levels leading to lower socioeconomic attainment and various physical and psychosocial problems.
A student visited Thisted, Denmark from May 8-13, 2011 and had a positive experience learning about renewable energy, nature, art, and music through school lessons and community projects. They saw an Earth House, had a science lesson, saw teachers featured in the newspaper, attended a project meeting, and enjoyed music from students, spending wonderful days focused on going green.
This document discusses how companies can go green and reduce costs through renewable energy solutions from Anu Solar Power Pvt. Ltd. It outlines how solar water heaters, LED lights, and solar inverters can lower energy bills. Anu Solar offers green audits to analyze where companies can improve efficiency and consulting services to implement renewable solutions. They have over two decades of experience and can provide products, installation, and maintenance to help companies reduce their carbon footprint in a cost-effective manner.
Eskilstuna takes positive steps to protect the environment through its wetlands that purify wastewater, its waste sorting system using colored bags, and buses running on biogas made from organic waste. However, toxic waste remains in the ground from earlier industrial activities and the public transportation system and local river could be improved, such as having more available buses to reduce car use and cleaning up the river which some use as a dump.
The document discusses the business case for green building and provides statistics on the growing green building market. It notes that environmental responsibility, customer demand, and keeping up with competitors are top motivators for builders to go green. The green building market is expected to significantly increase over the next 5 years. Perceived higher costs and lack of consumer awareness are key challenges.
This document discusses environmentally friendly practices in Eskilstuna, Sweden. It outlines how waste is sorted by color into different bags for various materials and how public transportation like buses and trains use renewable fuels. It also mentions how the city is replacing nuclear power with renewable energy sources like wind, water, and solar power. However, it notes some negative environmental behaviors like wasting food, smoking at schools, and using inefficient lighting, and provides examples of potential solutions to address each issue.
The document discusses various environmental initiatives in Eskilstuna, Sweden. It describes a car-free day to promote alternative transportation, the use of bio-gas fueled public buses, widespread recycling stations, and issues of littering garbage and cigarette butts that harm wildlife. Solutions proposed include more frequent garbage collection, ashtrays in public spaces, and taking personal responsibility to stop polluting rivers.
Does 'Green' Marketing Really Work? What a recent experiment uncovered about ...MarketingExperiments
Almost anyone with a little creativity can claim to be a “green” company. “Green washing” has become so prevalent in recent years that new marketing laws have had to be put in place to control the blatant deception in so many green marketing campaigns.
But truthful or not, green marketing promises to give our campaigns a quick performance boost with only a slight shift in design or messaging.
However, does it really have an impact on whether a customer will buy from us or not? One company decided to test it, and what the marketers found may surprise you.
In our next clinic, we’ll be exploring the question of whether green marketing has a measurable impact on real marketing campaigns. You’ll learn:
• What we discovered from a real green marketing experiment
• How consumers think about green marketing
• Principles you can take away and immediately apply to your own marketing materials
***PLUS LIVE OPTIMIZATION***
In addition to the case studies and practical training you’ll receive in the clinic, you’ll also have a chance to have your pages reviewed live with research-grounded suggestions from our analysts.
This document discusses ways for individuals and businesses to be more environmentally friendly. It provides statistics on waste generated by Americans and how reducing consumption of resources like water, electricity, and paper can save significant amounts of energy and money. Specific tips recommended include changing to energy efficient light bulbs, using energy star appliances, setting timers and motion sensors, reusing and recycling materials, and buying recycled office supplies. The document encourages businesses to implement green practices and inform customers about their sustainability efforts.
Green Revolution Travel will establish its headquarters in Bangkok in 2013 and open 6 regional offices by 2015, becoming a leading eco-tour operator in Thailand. The company founders have advanced degrees and aim to benefit local communities economically while protecting the environment. The company will focus on developing sustainable tourism practices, increasing awareness of responsible travel, and donating funds raised from customers to local projects. Green Revolution Travel plans to use a market segmentation strategy and 4Ps marketing approach to promote its mission of ethical and authentic tourism experiences.
The document is a summary of activities that took place from 2010-2012 as part of a "Go Green, Go Clean: Act Now!" initiative in Aradippou, Cyprus. Groups of partners visited Aradippou's school where they participated in recycling plastic, dancing in costumes, performing, singing with children, playing in the schoolyard, visiting nearby cities, experiencing snow in Cyprus' mountains, enjoying a carnival at the school, working in Aradippou's Museum and enjoying Cypriot food at the Museum. The event concluded with awarding partner guests and a message to go green, go clean and act now.
Dr. Dave Baumert - Impact of Batch Farrowing on Health and ProductivityJohn Blue
Impact of Batch Farrowing on Health and Productivity - Dr. Dave Baumert, from the 2016 Allen D. Leman Swine Conference, September 17-20, 2016, St. Paul, Minnesota, USA.
More presentations at http://www.swinecast.com/2016-leman-swine-conference-material
Goal setting is effective when:
- Goals are self-set and specific, as people are then motivated to take ownership and action to achieve them. Breaking large goals into smaller, concrete steps also helps.
- Goals align with one's strengths and interests, building on skills already mastered. Sharing goals with a supportive network provides encouragement.
- There is a belief that the goal is worthwhile and one's actions will ensure attainment. Tracking progress via goal setting helps maintain achievement.
Goal setting is less effective when:
- Goals are imposed by others as this can encourage risky or unethical behaviors just to meet the goals. Competition over cooperation may also lower performance.
-
Tarun Sharma presented steps to go green and keep clean. The steps included saving energy and money by adjusting the thermostat and using CFL bulbs, saving water and money by taking shorter showers and installing low-flow fixtures, making homemade cleaners from ingredients like baking soda and vinegar to save money, keeping electronics like cell phones as long as possible by donating or recycling them, and skipping bottled water by filtering tap water using a reusable water bottle.
The document discusses marketing challenges and strategies for clean and green technology companies. It notes that clean tech presents both opportunities in new audiences like governments and disruptive potential against entrenched industries. However, clean tech marketing requires balancing commercial and environmental messages, proving credibility through actions like audits, and finding the right tone between passion and practicality. Partnerships can help navigate these complex issues of positioning clean tech benefits against the need for realistic support and return on investment claims.
The document discusses how going green and adopting environmentally friendly practices can help the environment and build character. It promotes reducing pollution, reusing items, and recycling. Specific actions mentioned include planting trees, which produce oxygen; cleaning the environment to reduce diseases; donating unused items; and conserving resources like energy and water. Recycling paper can save trees, and going green through recycling affects character by indirectly considering others. The document concludes by stating it is the new generation's duty to clean cities to make Pakistan clean.
Nature deficit has had profound impacts on our children’s mental and physical health. Over the past 20 years, time spent playing outdoors has been cut in half, but the childhood obesity rate has more than doubled and the adolescent obesity rate has tripled.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Inspiring environmental citizenship by the learning escapeMark Brown, FRSA
A workshop given by The Learning Escape at the Eco Schools show 2012. Covering Nature Deficit Disorder, Outdoor Learning and Environmental Citizenship. Educators from Whitchurch and Danesfield Manor Schools also talk about how their Learning Escapes have inspired Outdoor Learning and help to promote Environmental Citizenship.
How Outdoor Education and Outdoor School Time Create High Performance Students.
In this report, we summarize the available studies on the role of outdoor learning programs and outdoor play time in furthering children’s overall education: improving their lifelong learning skills, prospects for career success and school test scores.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
This document summarizes research on the benefits of outdoor play and learning environments for young children. It finds that children today spend less time playing outdoors and more time engaged with screens. This lack of outdoor time is linked to issues like obesity, attention problems, and poor physical and mental health. The document then outlines North Carolina's efforts to enhance early childhood outdoor learning environments and professional development through the North Carolina Outdoor Learning Environments Alliance. It shares the Alliance's goals of improving outdoor spaces and teachers' understanding of the importance of outdoor time.
This document discusses the benefits of nature schools and outdoor education programs for child development. It notes that nature schools allow children to explore freely in natural environments, which supports physical, social, and emotional development. The document also discusses how children in Western cultures have become disconnected from nature due to increased indoor time and screen use. Nature schools aim to reconnect children with the natural world to promote health, focus, independence and stress reduction. The document reviews several studies that show the positive effects of outdoor education programs and nature exposure on children's connection to nature and overall well-being.
Outdoor play is essential for children's healthy development of mind, body and spirit. However, American children now spend much less time playing outside and more time engaged with electronic media and indoor activities. This shift has profound health impacts, including higher rates of obesity, vitamin D deficiency, myopia, and attention issues. Regular unstructured outdoor play, in contrast, is associated with improved concentration and school performance, stronger physical fitness, and reduced risk of various diseases. Reconnecting children with nature is critical for their well-being.
The Manadoob Program for Self-Esteem is an educational program that uses storytelling and activities to help children build self-esteem, empathy, and social-emotional skills. It features magical animal characters called Manadoob that guide children through lessons and discussions about challenges like bullying, divorce, death, and more. The program provides teachers and facilitators with materials like a novel, workbook, and discussion topics to help children understand their feelings and develop compassion for others. Evaluations of the program found that it helped reduce bullying, build confidence and social skills in children from diverse backgrounds.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
This webpage provides information and resources for parents and teachers on how the COVID-19 pandemic has impacted education. It discusses the science behind how stressful situations can negatively impact children's learning and development. It also explores developmental theories from Bronfenbrenner and Bjorklund that help explain the effects of the pandemic. The webpage recommends activities for engaging with children remotely and maintaining their well-being during this time. It aims to help audiences understand the educational challenges of the pandemic and find ways to support children's learning from a developmental perspective.
The document discusses early childhood development from ages 0-5. It states that the experiences children have in their early years, including sounds, sights, touches, thoughts and interactions, build the biological "code" for success in life. It also discusses how cognitive, social and emotional capacities are intertwined and develop in the frontal lobe of the brain through interconnected neural circuits. These capacities rely on predictability and stability provided by caregivers in infancy and increasing self-regulation and autonomy as children age into school and adolescence. Pleasure and dopamine are released through acts of kindness, collaboration, problem-solving, physical activity, and creative/artistic pursuits. Parents are part of supporting development rather than just observing outcomes.
Manadoob screen friendly for teachers slideshowmanadoob
The Manadoob Program is an educational program that uses storytelling and activities to build children's self-esteem and teach empathy, kindness, and social awareness. It addresses challenges children face like bullying, obesity, divorce, death, and more through animal characters. The program includes a novel, workbook, and guidance from animal stones. It has been successfully implemented in schools and clubs across various countries and has helped reduce bullying while improving children's confidence and social skills according to facilitator testimonials.
The Manadoob Program is an educational program that uses storytelling and activities to build children's self-esteem and teach empathy. It addresses challenges children face like bullying, obesity, divorce, and death. The program features magical animal characters called Manadoob that help children feel good about themselves. It includes a novel, workbook, and classroom activities. Educators and children provide positive feedback on how the program has helped children feel better about themselves and interact with others in a kind way.
This document discusses the need for a holistic and common approach to supporting students with developmental disorders and additional needs in schools. It argues that students often present with overlapping difficulties rather than discrete issues. A graduated response is needed that provides inclusive support to all students while also screening those at risk and referring them for specialized support when needed. Taking such an approach can help reduce misdiagnoses and delays in support that result from children receiving help through different "doors" in the system.
Make a difference in a child’s life by offering The Manadoob Programmanadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that teaches empathy, self-esteem, kindness, and social awareness through storytelling and activities. The program uses fictional animal characters called Manadoobs to help children understand their own feelings and behaviors, as well as those of others. It aims to reduce bullying and violence while improving children's well-being.
Make a difference in a child’s life by teaching The Manadoob Programmanadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that aims to teach children empathy, self-esteem, kindness, and social awareness through stories and activities centered around magical misfit animal characters called the Manadoob. The program provides over 80 lessons across 28 chapters addressing issues like bullying, obesity, divorce, grief, and more using humane education. It has been well-received by educators for its ability to engage children while enhancing reading, writing, and social skills.
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
The Covid-19 pandemic has significantly impacted children's development in physical, social, and cognitive domains. Physically, children have become less active and more obese due to lack of physical activity and increased unhealthy eating. Socially, lack of interaction with peers has negatively affected children's ability to learn social skills and emotional understanding. Cognitive development is also at risk, as the pandemic may disrupt important processes like synaptic pruning in the brain and increase risk of developmental disorders. Parents can help support children's development during this time by promoting physical activity, healthy eating, and social-emotional learning at home.
Make a difference in a child’s life by giving the gift of The Manadoob Progra...manadoob
The Manadoob Program is a children's educational program created by June Salin and Susan Cooper that aims to reduce bullying and violence by teaching empathy. It uses fictional animal characters called Manadoobs to teach children skills like understanding their own and others' feelings, developing self-esteem, and connecting to their community and world. The program provides lessons and activities to build these skills and has been successfully implemented in schools and youth programs.
The Manadoob Secret Connection Program for Self-Esteem provides a non-threatening environment for children to improve self-esteem while they learn and grow through the use of multi-cultural characters, animals, craft and imagination in the form of educational play. Academic skills in reading, writing, vocabulary, problem solving, observation, artistic expression and community outreach are enhanced. It’s fun and kids love it!!
Similar to The Health and Learning Benefits of Green Schools for Our Children (20)
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The Health and Learning Benefits of Green Schools for Our Children
1. The Health and Learning
Benefits of Green Schools for
Our Children
Presenter:
Tiffany Sauls, MD
2. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
3. What do I know?
Trained in Child and Adolescent Psychiatry,
Adult Psychiatry and Pediatrics
Special interest in wilderness therapy
Starting a green school for kids with ADHD,
behavior problems, learning disabilities,
depression, anxiety and social skills problems
Avid outdoor enthusiast
4. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
5. Crises facing our Children
Obesity
Asthma/Allergies
ADHD
Mood Disorders
Impaired social skills
Poor academic
achievement
“Nature-deficit
disorder
disorder”
6. Nature-Deficit Disorder
Diminished use of the senses attention
senses,
difficulties, and higher rates of physical and
emotional illness due directly to alienation
y
from nature
“Our children no longer learn how to read the
great Book of Nature from their own direct
tB k fN t f th i di t
experience or how to interact creatively with
the seasonal transformations of the planet.
p
They seldom learn where their water comes
from or where it goes. We no longer
coordinate our human celebration with the
great litergy of the heavens.” - Wendell Berry
7. How Did We Get Here?
More time indoors
Increased time with
electronics
Increased exposure
to environmental
toxins
Less time outdoors
and in nature
Limited “free p ay
ted ee play”
8. How did we get here?
More time indoors and
with electronics
“I like to play indoors
better ‘cause that’s
where all the electrical
outlets are”
- 4th grader in San
Diego
(
(from Last Child in the
Woods)
9. Electronics
Children between 6 months and
6 years spend an average of 1.5
hours/day with electronic media
Youth between the ages of 8 and
18 spend an average of 6.5
hours/day with electronic media
(Kaiser Family Foundation, 2005
and 2006)
11. How did we get here?
Increased exposure to
environmental toxins
Lead
L d
Inhalants
Cleaning products
Fumes
12. How did we get h ?
H t here?
Limited exposure to outdoors/nature
“Here is this vast, savage, howling
mother of ours
ours,
Nature, lying all around, with such beauty,
and such affection for her children,
as the leopard;
and yet we are so early weaned from her breast to
society,
to that culture which is exclusively an interaction of man
on man”
-HHenry D id Th
David Thoreau
13. Decreased time outdoors
85% of mothers agree that children play
outside less today than just a few years ago
70% of mothers report playing outside every
day when they were young, compared to only
31% of th i children (Cl
f their hild (Clements, 2004)
t
In a typical week, only 6% of children, ages 9
to 13 l
t 13, play outside on th i own
t id their
14. Decreased time outdoors
From 1997 - 2003, there was a
50% drop in kids 9 -12 yrs old
who spent time in outdoor
activities such as hiking,
walking, fishing, beach p y and
g, g, play
gardening (Hofferth and
Sandberg, 2001; Hofferth and
Curtin,
Curtin 2006)
Education-based outings at
Ou doo
Outdoor Discovery Ce e in
sco e y Center
Michigan are eye-opening
15. Limited “free play”
Play = the spontaneous activity in
which children engage to amuse and
to occupy themselves
py
Playtime - especially unstructured,
imaginative, exploratory play - is an
essential component of child
ti l t f hild
development
Children no longer “play”
play
16. How did we get here?
Between 1981 and 1997, free
playtime decreased 25%
Free play and “discretionary”
time declined >9 hrs/week
from 1981 - 2003
y
30% decrease in bicycle
riding
17. What happened to free play?
Parents driving in circles to take
children to school, after school
activities,
activities sports events dance class
events, class,
clubs, church and social activities
18. Obesity
Rates in children ha e increased
have
from 4% in the 60’s to close to
20% in 2004
A 13 year old girl is 16 pounds
heavier today than 30 years ago
60% of obese children, age 5 -
10, have at least one
,
cardiovascular disease risk factor
JAMA reports an upward trend in
p p
high blood pressure in kids 8 - 18
20. Obesity
Ob it
Many health-care leaders worry that the current
health care
generation of children may be the first since World War
II to die at an earlier age than their parents.
2007 Duke University Child and Well-Being Index:
“The most disturbing finding” of the Index is not
violence or abductions but “that children’s health has
abductions,
sunk to its lowest point in the 30-year history of the
Index, driven largely by an alarming rise in the number
of children who are obese and a smaller decline in
child mortality rates than achieved in recent years.”
21. Asthma
Most common chronic disorder in
childhood
Affects 6 2 million kids under age
6.2
18; 1 in 10 of all school children
3rd leading cause of hospitalization
among children under 15
hild d
Annual direct health care cost is
approx. $11.5 billion
American Lung Association found
that school children miss more than
14 million school days a year
y y
because of asthma
22. ADHD
AD/HD is relatively common,
occurring in roughly 7% of
school-age children (>2
school-
million affected in the USA)
AD/HD is linked to poor
academic performance
AD/HD can have long-lasting
long-
effects on social development
Many co-morbidities
co-
24. ADHD
Attention Deficit
Att ti D fi it
Hyperactivity Disorder
(AD/HD) is
characterized by severe
difficulties with
inattention and
impulsivity.
Symptoms include:
restlessness, outbursts,
trouble listening, difficulty
following directions, and
f ll i di i d
problems focusing on tasks
25. ADHD Treatment
Combination of behavioral therapies and
stimulant medications
Medication can have serious side effects
They help only 9 out of 10 children with ADHD
y p y
There is no evidence they improve long-term
long-
social and academic outcomes
Cost and alternatives?
26. Mood Disorders
“Culture of d
“C lt f depression”
i ”
Approximately 10% of adolescents (2.2
million) experienced at least one major period
of depression in the past year.
Nearly two-thirds of children and adolescents
y
suffering from depression also had another
mental health disorder (anxiety, substance
abuse)
Children and adolescents with major
depressive disorder are much more likely to
commit suicide.
27. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational
system
What i
Wh t is a green school?
h l?
General benefits of green schools
Specific benefits of building design, outdoor
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
28. Issues Facing Schools
No Child Left Behind
Less time outdoors and in physically
active pursuits
Less exposure to arts music and
arts,
creative pursuits
Enhanced focus on t h l
E h df technology
Unhealthy school buildings
29. No Child Left Behind
2001 Elementary and
Secondary Education Act
y
All students required to
attain grade-level proficiency
grade level
in reading and math by 2014
Focus on standards testing
standards, testing,
accountability measures and
teacher quality
30. No Child Left Behind
Requires states to set standards and
develop assessments and annual
measurable benchmarks and requires
benchmarks,
districts and schools to implement them
States must test public schools in reading
and math every year
Goals for d
G l f adequate yearly progress (AYP)
t l
31. NCLB - Positive Aspects
Targeted at high poverty, low achieving
poverty
schools
Plight f ti ’
Pli ht of nation’s underserved children is
d d hild i
brought to light
Goal of closing the achievement gap
End “the soft bigotry of low expectations”
g y p
- G. W. Bush
32.
33. Problems with NCLB
“One size fits all” approach
Some students singled out, others ignored
PSSA testing affects self-esteem
Progress not rewarded,
only “grade-level”
34. Problems with NCLB
Enhanced focus on test scores vs broader vision of
education
Focus on reading and math is narrowing education
Reading instruction has gained 40 minutes/week
Social studies lost 17 minutes/week
Science lost 23 minutes/week
Arizona Desert Elementary no longer teaches
science or social studies as stand-alone subjects.
Resulted in the school going from failing in 2004 to
making AYP and earning a high-flying “performing
p
plus” designation by the AZ dept of education
g y p
35. Problems with NCLB
Has not been effective
30,000 educators and concerned citizens have
asked for repeal
p
Lawmakers in many states have threatened to
opt out of NCLB
36. Limited exposure to Creative
Pursuits
1/3 of public-school music programs
were dropped in the last 10 y
pp years.
BUT…Students who studied the arts
>4 years scored 44pts higher on math
and 59 points higher on verbal section
of SAT.
SAT
37. Technology
“Fool’s Gold,” “Silicon faith”
Moratorium on computer use in
early childhood education
85 experts in Neurology,
Psychiatry and Education,
including Diane R it h
i l di Di Ravitch
(former US assistant secretary
of Education) and Marilyn
Benoit (President elect of
AACAP) )
38. School Buildings
20% of Americans go to school everyday
14 million students attend schools considered
below standard or dangerous
Air is “unfit to breathe” in nearly 15,000
schools
39. School Buildings
“Unfortunately, too many of
America’s 55 million
elementary through high
school students attend schools
that are unhealthy and
unsound, and inhibit rather
than foster learning ” -
learning.
McElroy, President, American
Federation of Teachers
40. School Buildings
“Children’s health is disproportionately affected
by indoor pollutants, while light and air quality
affects their capacity to learn and succeed ” -
succeed.
Fedrizzi, CEO, U.S. Green Building Council
Higher absenteeism
g
Increased respiratory ailments
Low motivation
Slower learning
Sl l i
Lower test scores
Increased medical costs
41. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
42. Green and Healthy School
Green = adopting behaviors that will
allow schools t operate efficiently f
ll h l to t ffi i tl for
natural resource conservation,
sustainability and create a healthier
environment.
Healthy =
human health (nutrition, physical activity,
safety)
health of the natural environment (clean
air, water, and land)
health of constructed environments
(classrooms, cafeterias,
(classrooms cafeterias and school
grounds)
43. Attributes of a Green and
Healthy School
1) A team of students, teachers and
school administrators who work
together to provide safe, healthy
learning areas
g
2) A building that operates at high
performance levels for natural
resource conservation and
sustainability
44. Attributes of a Green and
Healthy School
3) An outdoor area used for authentic,
place-based education
4) Closes the student achievement gap
using the environment as an integrated
learning context
5) Extends into the community
encouraging environmentally-friendly
practices at home, work and play
45. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
46. Benefits of green schools
Physical health: obesity, asthma and other
respiratory illnesses
Mental h lth ADHD, depression, social
M t l health: ADHD d i i l
skills, self-esteem
Educational: problem solving academic
problem-solving,
achievement, creativity
Community: better relationships, healthier
y p ,
natural environment, teaches sustainable
practices
47. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental
study, exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
48. Green Building Design
Less toxic materials
Improved ventilation and air q
p quality
y
Natural lighting
Sustainable practice
Decreased resource consumption
49. Benefits of Green Design
Health benefits - asthma, allergies,
respiratory illness, cold, flu
Decreased absenteeism
Lowered health care costs
Improved school performance
Closing the achievement gap
Promotes learning opportunities and
environmental stewardship
50. Improved Air Quality
25% - 38.5% reduction in asthma
51% reduction in respiratory illness
(common cold, flu)
Decreased health care costs (paid by
parents, not schools)
51. Natural Lighting
Improved test scores
Reduced off-task
off task
behaviors
“More daylight
More
fosters higher
student
achievement.”
52. Closing the Achievement Gap
Children in low income families are 30%
to 50% more likely to have respiratory
y p y
problems that lead to absenteeism and
diminished learning and test scores
g
Greening public schools creates an
opportunity to improve the health and
educational settings for all students
53. Building Design -
Green Views
Inner-city housing projects in Chicago
Presence of trees outside apartment
buildings predicted:
b ildi di t d
less procrastination, better coping skills, and less
severe assessment of their problems among
women (Kuo, 2001)
greater self-discipline among girls (Taylor et al.,
2002)
reduced crime, less violence and better social
relationships (Kuo and Sullivan, 2001)
54. Building Design -
Green Views
Green plants and natural vistas linked with
reduced stress among highly-stressed
children in rural areas
Results most significant where there are the
greatest number of plants, green views, and
access to natural play areas (Wells and
Evans, 2003)
Prison inmates whose cells faced a courtyard
had 24% more illness than those who had a
view of farmland
55. Educational Enrichment
Hands-on educational opportunities teach
about sustainability:
On it
O site renewable energy generation
bl ti
Water conservation features
Green technologies
Rep. Darlene Hooley (D-Ore): “By using alternatives
to toxic chemicals, pursuing green building and
maintenance practices changing resource
practices,
consumption habits, serving nutritious food, and
teaching students to be steward of their communities,
we ll
we’ll help put future generations at the forefront of
sustainable development.”
56. Benefits of outdoor
classrooms
Increased opportunity for experiential, hands-
on learning
Natural
N t l curiosity leads t scientific l
i it l d to i tifi learning i
Connecting to the Earth and nature is
therapeutic
“Green playgrounds” provide opportunity for
“free play”
p y
57. Environment as an Integrated
Context for Learning (EIC)
Closing the Achievement Gap (1998): School
achievement is enhanced when youth experience
school curricula in which the environment is the
principal organizer
Improvements in:
Standardized test scores
Grade point average
Behavior
Engagement and enthusiasm
enth siasm
Ability and willingness to stay on task
Adaptability to various learning styles
Civility t
Ci ilit toward others
d th
58. Experiential Learning
Significant student gains in social
studies, science, language arts and
math
Science testing scores improved 27%
when students involved in outdoor
science programs (American Institutes
for Research, 2005)
Research
59. Green school grounds
Children have increased activity, are more
aware of nutrition and more civil to one
another
More likely to engage in creative forms of
play and play more cooperatively (Bell and
Dyment, 2006)
“Natural spaces and materials stimulate
children’s limitless imaginations and serve as
the medium of inventiveness and creativity.” -
Robin Moore (international authority on environment
design for children’s play, learning and education)
60. School Ground Naturalization
“A process involving students, teachers, and
often administrators and community
volunteers in the collaborative improvement
of school grounds for the purpose of
addressing the healthy p y
g y physical, social,
, ,
emotional, and intellectual development of
students.”
Stimulates l
Sti l t play and l d learning th i
i thus improvingi
health and education
61. Free Play
y
Beneficial to learning and development
Children are smarter, more cooperative,
Child t ti
happier and healthier
Allows children t i iti t activity rather
All hild to initiate ti it th
than waiting for an adult to direct them
Induces curiosity and th use of
I d i it d the f
imagination
62. Free Play
Enhances cognitive flexibility, problem-
solving ability, self-esteem, and self-
discipline
Promotes executive functioning
Improves social skills
g
Promotes emotional intelligence
Promotes emotional well-being
( p
(depression, anxiety, aggression, sleep)
, y, gg , p)
63. Benefits of community
involvement and
environmental focus
Stronger sense of community
Better community health
Active involvement of parents
p
Healthier natural environment
Creation of a sense of place
64. Benefits of community
involvement and
environmental focus
“Place-based education” - can bond a student
to their community and the environment,
giving them a sense of belonging and
meaning
i
Promotes current and future environmental
stewardship and protection of our natural
resources
Provides a sense of hope and personal
responsibility
65. Benefits of Nature Exposure
Reduced symptoms of ADHD and other
behavior problems
Improved self-esteem and self-worth
I d lf t d lf th
Decreased depression and anxiety
Improved cognitive abilities
I d iti biliti
Improved physical health
Stress reduction
66. Nature Exposure
John Muir - “I am well again, I came to life in
the cool winds and crystal waters of the
mountains.”
Nancy Wells (environmental psychologist at
Cornell U i
C ll University): “Th protective impact of
it ) “The t ti i t f
nature is strongest for the most vulnerable
children - those experiencing the highest
levels of stressful life events.”
67. Benefits of Nature Exposure
Environmental psychologists Rachel and
Stephen Kaplan have linked contact with nature
to restored attention, the promotion of recovery
from mental fatigue, and enhanced mental
focus (Kaplan & Kaplan 1989; Kaplan 1995)
Kaplan, Kaplan,
“Restorative” influences of the natural world
68. The Restorative Environment
Directed attention (classroom) vs involuntary
attention (fascination/wonder)
Direct attention fatigue = ADHD
“If you can find an environment where the
attention is automatic, you allow directed
attention to rest.”
The “fascination factor” of being immersed in
a “whole other world” (nature) is restorative.
69. Nature exposure
Nature experience linked to better academic
performance
Proximity t
P i it to, views of, and daily exposure t
i f d d il to
natural settings is associated with children’s
ability to focus and enhances cognitive
abilities (Wells, 2000)
Children with more nature near their home
score lower on scales of behavioral conduct
disorder, anxiety and depression…and rate
themselves higher on self-worth
70. Nature and ADHD
Symptoms of ADHD are reduced when
children have regular access to the out-of-
doors
University of Illinois study (Faber Taylor et al.,
2001; Kuo and Faber Taylor, 2004): the
greener a child’s everyday environment, the
more manageable their symptoms
Parents note fewer symptoms and increased
focus immediately following outdoor activities
(camping and fishing) vs indoor activities
(video games)
71. Nature and ADHD
Unpublished study from the University of Illinois
(Taylor, Kuo):
Attention performance for unmedicated kids with
ADHD was better after a 20 minute walk in the
p
park vs a 20 minute walk downtown or in a
residential area.
72. Wilderness experience
NOLS and Outward Bound - trips are therapeutic for
psychological disorders, addiction, developmental
and cognitive disabilities
Inner city children show increased self-esteem and
well-being after spending the summer in rural camps
g p g p
(Readdick and Shaller, 2005)
Adults who participate in wilderness excursions
describe “an increased sense of aliveness, well
an aliveness well-
being, and energy,” and make healthier lifestyle
choices afterwards (Greenway, 1995)
73. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
74. Examples of green schools
and programs
Evergreen’s Learning
Grounds Program
(Canada)
Third Creek Elementary
(Statesville, NC)
(St t ill
Clearview Elementary
School (Pennsylvania)
S h l (P l i )
Kentucky Green and
Healthy Schools Program
75. Evergreen s
Evergreen’s Learning
Grounds
Evergreen Canada Initiative (Toyota is title
sponsor)
Established in 1993 to bring students teachers
students,
and neighborhoods together to transform barren
asphalt and turf school grounds into natural
outdoor classrooms
Over 1,000 schools have enhanced the
opportunities for learning and play on their
grounds by planting trees, shrubs and
wildflowers, planning meadows and ponds, and
creating murals sculptures vegetable gardens
murals, sculptures,
and other theme areas.
76. Third Creek Elementary
Country’s first LEED gold K-12 school
Replaced two lower p
p performing schools
g
Improvement from less than 60% of
students on grade level in reading and
g g
math to 80% on grade level in both
Most gains in academic p
g performance of
any of the 32 schools in the school
system
77. Clearview Elementary
2002 LEED Gold building
Substantial improvements in health and
test scores
19% increase in Student Oral Reading
Fluency scores
78. KY Green & Healthy Schools
Program (KGHS)
New, voluntary effort to empower students
and staff with the tools needed to take action
and make their school operate at peak
efficiency
Two pronged
Two-pronged approach
New or renovated schools may include a “green
and healthy” design from the start
Existing h l
E i ti schools participate as student’s inventory
ti i t t d t’ i t
current school operations and environments and
implement action plans to improve school health
and sustainability.
d t i bilit
79. KGHS
21 regional schools have chosen to
participate
Will do improvement p j
p projects
involving
Water, waste, energy
Health d f t
H lth and safety
Transportation
Instructional leadership
p
Green spaces
Indoor air quality and hazardous
chemicals
80. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
81. School as a Therapeutic
Environment
Green schools could be used a tool for
treatment of many childhood disorders:
Obesity
ADHD
Mood Disorders
Social skills problems
p
82. Therapeutic Schools
Children with mental health issues are seen “one-at-
a-time” by pediatricians and psychiatrists
Interventions such as therapy and medications are
falling short
Perhaps our focus is off: “We are trying to return the
most affected t il of population di t ib ti t the
t ff t d tail f l ti distribution to th
mean, rather than recognizing that the entire
population needs to move toward mental well-being
bringing l
b i i along th di ff t d - a shift that can only
the disaffected hift th t l
occur by shaping the environment at large.”
(Jackson, 2008)
83. Physical Health
The Nation’s Health (Oct 2007):
“For public health workers, the effects of
sedentary indoor lifestyles are already
d t i d lif t l l d
evident among children: startling rates of
obesity, the onset of one-time adult
one time
conditions such as diabetes and a shortened
life expectancy. Thankfully, though, the
movement t reconnect kid with nature has
t to t kids ith t h
seen a rejuvenation in the last few years, and
e pe s predict a
experts p ed c that good health will be a
ea
major motivator in bringing families back to
nature.”
84. Mental Health
UK study (April 2007): showed benefits of “green
green
treatment” (ecotherapy)
71% of those with mental health disorders report
decrease in depression or tension after taking a
walk in the woods or gardening
Mind (UK National Association for Mental Health),
chief executive: “Mi d sees ecotherapy as an
hi f ti “Mind th
important part of the future for mental health. It’s a
credible, clinically-valid treatment option and needs to
be
b prescribed b GP’ especially when f many
ib d by GP’s, i ll h for
people access to treatments other than
antidepressants is extremely limited.”
85. Therapeutic Gardens
Experiential learning through gardening
and other nature connections can be
therapeutic
Mental health pioneer Dr. Benjamin
Rush - “Digging in the soil has a
gg g
curative effect on the mentally ill.”
Frumkin (CDC): “Perhaps we will
advise patients t t k a f
d i ti t to take few d days i in
the country, to spend time gardening.”
Psychiatry pioneer Carl Menninger -
horticulture therapy movement
86. Therapeutic Schools
University of Illinois study on ADHD and
Nature (Taylor, Kuo, Sullivan; 2001)
recommendations:
Encourage kids to study or play in rooms with a
view of nature
Encourage kids to play outdoors in green spaces,
and advocate recess in green schoolyards. This
may be especially helpful for renewing children’s
children s
concentration.
Plant and care for trees and vegetation…; caring
for trees means caring for people
people.
87. Free (play) Therapy
Free play = therapy
Cultivates a range of social and
g
emotional capabilities, i.e. “emotional
intelligence”
Empathy
Flexibility
Self-awareness
Self-regulation
88. Free (play) Therapy
Studies in adults link physical activity to:
Diminished depressive symptoms
Decreased anxiety acutely and over time
Improved mood and emotional well-being
“Learning at a critical period in development
that play and movement relieves stress and
enhances mood may help children sustain
physical activity patterns over their lifetime.” -
Burdette (2005)
89. Healthy Schools
James Sallis (Active Living Research Program for
Robert Wood Johnson Foundation): “Based on
previous studies we can definitely say that the best
studies,
predictor of preschool children’s physical activity is
simply being outdoors, and that an indoor, sedentary
childhood is linked to mental health problems.”
Start with pre-schools for healthy development
90. School as a Therapeutic
Environment
Howard Frumkin, MD, MPH, DrPH,
director of the CDC National Center for
Environmental Health
“Perhaps the…organizations that pay for
health care will come to fund such
interventions, especially if they prove to
rival pharmaceuticals in cost and efficacy.”
Frumkin agrees that we need more research
on the relationship between nature
experiences and health but “We know
health, but, We
enough to act.”
91. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
92. What Do We Do?
“The decline in children’s experience of nature
will not change until a fundamental shift
occurs in attitudes and practices of
developers, designers, educators, political
leaders, and ordinary citizens. The enormous
, y
challenge facing us is how to minimize and
mitigate the adverse environmental impacts
of the modern built environment and how to
provide more positive opportunities for
contact with nature among children and
adults as an integral part of everyday life.”
- Dr. Stephen R. Kellert, Building for Life
93. Call to Action
Last Child in the Woods, by
Richard Louv, published 2005
April 24, 2006: Louv calls for
a nationwide campaign to
“Leave No Child Inside” and a
movement to reconnect
children with nature
Leave No Child Inside vs.
No Child Left Behind
94. No Child Left Inside
April 2006 - Children and Nature Network (C&NN)
established t build and support the “Leave N Child
t bli h d to b ild d t th “L No
Inside” movement
More than 40 state and regional campaigns -
Adirondacks, Cincinnati, Cleveland, Chicago, San
Francisco Bay Area, Connecticut, Florida, Colorado,
Georgia, New York, Texas, British Columbia,
Netherlands…
95. Children and Nature
Movement Principles
Parents, guardians, educators, health care
professionals and other individuals responsible for
the welfare of children, must know about the health,
emotional and cognitive benefits of nature for children
Parents and other positive adults (teachers) must be
intentional about taking children into nature
The benefits of the nature experience for children and
families must be part of the international, national and
community d b t about the future of health care
it debates b t th f t f h lth
and public health, education, economics, and the
health of natural ecosystems
96. National Forum on Children
and Nature
Conservation Fund
Governors, mayors,
Governors mayors cabinet
secretaries, corporate CEO’s,
non government
non-government organizations
Help raise awareness about the
problems facing our children
and the role that nature can play
in addressing these problems
97. Call to Action
“Concerns about long-term consequences -
affecting emotional well-being, physical
health,
health learning abilities environmental
abilities,
consciousness - have spawned a national
movement to ‘leave no child inside.’ In recent
months, it has been the focus of Capitol Hill
hearings, state legislative action, grassroots
projects, U.S.
projects a U S Forest Service initiative to get
more children into the woods and a national
effort to promote a ‘green hour’ in each day.”
-Washington Post, June, 2007
98. Legislative Action
Outdoor Classroom initiative approved in New
Mexico
M i
Leave No Child Inside initiative by Washington Gov.
Christine Gregoire allocates $1.5 million/year to
g y
outdoor programs working with underserved children
California has established long-term funding for
outdoor education and recreation programs serving
at-risk youth
Nationally: New caucus in the US House of
Representatives to raise awareness of and promote
the benefits of green schools
Nationally: No Child Left Inside Act introduced in the
House and S
H d Senate, d i
t designed t b i environmental
d to bring i t l
education back to the classroom
99. Program Support
Parents don t act because of fear
don’t
(“stranger danger”) and “generational
amnesia”
Need to support organizations and
institutions that help reconnect
children with nature:
Green schools
Camps
p
Outdoor education programs
Scouts
Nature centers
N t t
100. Local Government
Could help launch a Leave No Child Inside
p
campaign in our area
Legislators can introduce bills to establish nature
education partnerships among parks and schools,
d i hi k d h l
educators and farmers
Build collaborations between the Departments of
Interior, Education, Agriculture, and Health and
Human Services that focus on children and nature
101. Education Reform
Return nature to our schools
R t t t h l
Encourage field trips, natural playgrounds,
outdoor classrooms
Support educators who are sponsoring nature
clubs, nature classroom activities, and nature
, ,
field trips
Support environmental education in the
classroom and experiential l
l d i ti l learning outdoors
i td
Support existing and new nature-themed
schools
102. Education Reform
Green the schoolyards and the K-12 curricula
U.S. Fish and Wildlife Service’s Schoolyard
Habitat program
Project Learning Tree and Project WILD
Establish farms and ranches as “the new
schoolyards” (New Mexico is looking into this
already)
Work f
W k for reform of the No Child Left Behind
f f th N L ft B hi d
Act, at the national, state and local levels
103. Health Care Reform
Educate the population on how the
environment can improve health
Health
H lth care providers should establish
id h ld t bli h
children’s contact with nature as a leading
public health issue
Pediatricians and other health professionals
could support a “Grow Outside!” campaign to
promote the physical and mental health
benefits of nature play.
104. Health Care Reform
At the national level, health care associations
should support nature therapy as an addition
to the traditional approaches to attention-
deficit disorders and childhood depression.
Free play i natural surroundings and nature
F l in t l di d t
therapy would be most easily incorporated
into a school day at a “green school ”
green school.
105. Spread the Word!
Offer presentations to school boards,
p
parent-teacher associations and
similar groups, making the case for
the educational benefits of nature
experience for children and young
p p
people.
106. Research
Interest in the relationship of nature
experiences to human health, cognition,
creativity and well being is growing
well-being
Need to conceptually expand areas of study
for future research
Economic studies of the regional and national
impact of the nature-deficit
Measure potential health savings
Improved school performance
Financial impact of expanded nature recreation for
children and young people
107. Research - Economic
Establish ways to measure the economic
importance of nature
Include th
I l d the positive economic impact on the
iti i i t th
public’s mental and physical health, education,
and jobs
Establish baseline measurements of the
nature deficit, so that progress can be
measured and reported
Include annual progress measurements in
new or existing reports on children’s health
g p
and educational status
108. Research
*While most research has been done on
adults, a growing body of evidence
suggests the positive power of nature
engagement during the most vulnerable
years of human development*
109. Take Home Message
Our lti t
O ultimate goal i d
l is deep cultural
lt l
change, connecting children to
nature, so that they can be
healthier, happier and smarter.
, pp
110. Case Study
The back page of the October issue of San
Francisco magazine displays a vivid
photograph of a small boy, eyes wide with
excitement and joy leaping and running on a
joy,
great expanse of California beach, storm
clouds and towering waves behind him. A
short article explains that the boy was
hyperactive, he had been kicked out of his
school,
school and his parents had not know what to
do with him - but they observed how nature
engaged and soothed him. So for years they
took their
t k th i son t bto beaches, f
h forests, d
t dunes and
d
rivers to let nature do its work.
112. Goals and Objectives
Crises facing children today
Issues affecting schools and the educational system
What is a green school?
General benefits of green schools
Specific benefits of building design, outdoor
p g g ,
classrooms, green playgrounds, environmental study,
exposure to nature
Examples of green schools
School as a therapeutic environment
Call to action
Questions
114. References
1) Bell, A.C.
Bell A C and Dyment J E “Grounds for Action: Promoting Physical
Dyment, J.E. Grounds
Activity through School Ground Greening in Canada.” 2006
Evergreen.
2) Burdette, H.L., MD, MS; and Whitaker. R.C., MD, MPH.
“Resurrecting Free Play in Young Children: Looking Beyond Fitness
and Fatness to Attention, Affiliation and Affect.” Arch Pediatric and
Adolescent Medicine. 2005; 159:46-50.
3)
) “California Student Assessment Project Phase Two: The Effects of
j
Environment-Based Education on Student Achievement.” SEER:
Poway, CA, 2005. Available at www.seer.org
4) Charles, C., Louv, R., Bodner, L., and Guns, B. (2008). Children and
Nature 2008: A Report on the Movement to Reconnect Children to
the Natural World. Children and Nature Network. Available at:
http://www.cnaturenet.org
5) “Effects of Outdoor Education Programs for Children in California.”
American Institutes for Research: Palo Alto CA: 2005 Available on
Alto, 2005.
the Sierra Club web site.
115. References
6) Frumkin, H, MD and Louv, R. “Conserving Land; Preserving Human
Health.” Land Trust Alliance - Special Report in The Future of Land
Conservation in America; 23-25.
7) Jackson, R.J., MD,
Jackson R J MD MPH and Tester J MD MPH “Environment
Tester, J., MD, MPH. Environment
Shapes Health, Including Children’s Mental Health.” JAACAP, 2008;
47(2), 129-31.
8) Kats, Gregory (2006). Greening America’s Schools: Costs and
Benefits. Available at: http://www.cap-e.com
9) Kellert, Stephen R. “Nature and Childhood Development.” In Building
for Life: Designing and Understanding the Human-Nature
Connection. Washington, DC: Island Press, 2005.
g , ,
10) Kuo, F.E. and Taylor, A.F. “A Potential Natural Treatment for
Attention-Deficit/Hyperactivity Disorder: Evidence from a National
Study.” In American Journal of Public Health, 94(9). 2004.
American Public Health Association
Association.
116. References
11) Lieberman, G A and Hoody L L “Closing the Achievement Gap:
Lieberman G.A. Hoody, L.L. Closing
Using the Environment as an Integrating Context for Learning.”
SEER: Poway, CA, 1998. “California Student Assessment Project.”
SEER: Poway, CA, 2000. Available at: www.seer.org
12) Louv, Richard. Last Child in the Woods: Saving Our Children from
Louv Richard
Nature-Deficit Disorder. Algonquin Books of Chapel Hill. 2005.
13) “Nature Nurtures: Investigating the Potential of School Grounds.”
2000 Evergreen. www.evergreen.ca
14) Taylor, A.F., Kuo, F. “Is Contact with Nature Important for Healthy
Child Development? State of the Evidence.” In Spencer, C & Blades,
M (Eds), Children and Their Environments: Learning, Using and
Designing Spaces. Cambridge, UK: Cambridge University Press,
g g p g , g y ,
2006.
117. References
15) Taylor, A.F., Kuo, F., and Sullivan, W.C. (2001). Coping with ADD:
The Surprising Connection to Green Play Settings. Environment and
Behavior, 33(1), 54-77. Available at: http://www.lhhl.uiuc.edu
16) Taylor, A.F., Kuo, F., and Sullivan, W.C. (2001). “Views of Nature and
Self-Discipline: E id
S lf Di i li Evidence ffrom IInner Cit Child
City Children.” I Th J
” In The Journal of
l f
Environmental Psychology, 21.
17) Wallis, C. and Steptoe, S. “How to Fix No Child Left Behind,”
Education Special Report Time Magazine; 169 (23) 34-41
Report. (23), 34-41.
18) Wells, N.M. “At Home with Nature: Effects of ‘Greenness’ on
Children’s Cognitive Functioning.” Environment and Behavior, 32(6),
775-795.
19) Wells, N.M. and Evans, G.W. “Nearby Nature: A Buffer of Life Stress
Among Rural Children.” Environment and Behavior, 35(3), 311-330.
118. Additional Resources
Children and Nature Network
Child dN t N t k
www.cnaturenet.org
The Sheltowee School
www.sheltoweeschool.org
KY Green and Healthy Schools Initiative
www.greenschools.ky.gov
Green Schools
www.buildgreenschools.org
Life Adventure Center
www.lifeadventurecenter.org