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Journal articles on the topic 'Environment and children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Senanayake, Manouri P. "Today’s environment: Tomorrow’s children." Sri Lanka Journal of Child Health 35, no. 1 (September 23, 2008): 3. http://dx.doi.org/10.4038/sljch.v35i1.2.

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2

Matthews, Hugh. "The environment for children." Applied Geography 17, no. 3 (July 1997): 246. http://dx.doi.org/10.1016/s0143-6228(97)87223-2.

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3

Cohen, Stewart, and Diane Horm-Wingerd. "Children and the Environment." Environment and Behavior 25, no. 1 (January 1993): 103–20. http://dx.doi.org/10.1177/0013916593251005.

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4

Lemery-Chalfant, Kathryn, Karen Kao, Gregory Swann, and H. Hill Goldsmith. "Childhood temperament: Passive gene–environment correlation, gene–environment interaction, and the hidden importance of the family environment." Development and Psychopathology 25, no. 1 (February 2013): 51–63. http://dx.doi.org/10.1017/s0954579412000892.

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AbstractBiological parents pass on genotypes to their children, as well as provide home environments that correlate with their genotypes; thus, the association between the home environment and children's temperament can be genetically (i.e., passive gene–environment correlation) or environmentally mediated. Furthermore, family environments may suppress or facilitate the heritability of children's temperament (i.e., gene–environment interaction). The sample comprised 807 twin pairs (mean age = 7.93 years) from the longitudinal Wisconsin Twin Project. Important passive gene–environment correlations emerged, such that home environments were less chaotic for children with high effortful control, and this association was genetically mediated. Children with high extraversion/surgency experienced more chaotic home environments, and this correlation was also genetically mediated. In addition, heritability of children's temperament was moderated by home environments, such that effortful control and extraversion/surgency were more heritable in chaotic homes, and negative affectivity was more heritable under crowded or unsafe home conditions. Modeling multiple types of gene–environment interplay uncovered the complex role of genetic factors and the hidden importance of the family environment for children's temperament and development more generally.
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5

Ives, Jack D., and J. C. Rastogi. "Nature's Children and the Environment." Mountain Research and Development 5, no. 2 (May 1985): 201. http://dx.doi.org/10.2307/3673261.

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6

Kennedy, Maureen Shawn. "Does the Environment Harm Children?" AJN, American Journal of Nursing 105, no. 9 (September 2005): 19. http://dx.doi.org/10.1097/00000446-200509000-00011.

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7

Murphy, Timothy F. "Bioethics, children, and the environment." Bioethics 32, no. 1 (September 5, 2017): 3–9. http://dx.doi.org/10.1111/bioe.12386.

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8

Oshima-Takane, Yuriko, and Medina Robbins. "Linguistic Environment of Secondborn Children." First Language 23, no. 1 (February 2003): 21–40. http://dx.doi.org/10.1177/0142723703023001002.

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9

DORR, AIMEE, and DALE KUNKEL. "Children and the Media Environment." Communication Research 17, no. 1 (February 1990): 5–25. http://dx.doi.org/10.1177/009365090017001001.

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10

Niklasson, Laila, and Anette Sandberg. "Children and the outdoor environment." European Early Childhood Education Research Journal 18, no. 4 (December 2010): 485–96. http://dx.doi.org/10.1080/1350293x.2010.525945.

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11

Beszterda, Monika, and Rafał Frański. "Endocrine disruptor compounds in environment: As a danger for children health." Pediatric Endocrinology Diabetes and Metabolism 24, no. 2 (2018): 88–95. http://dx.doi.org/10.18544/pedm-24.02.0107.

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12

Alsbayani, Nada, and Wejdan Felmban. "A Brief Review on Children Development Based on Home Psychological Environment." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 105–13. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201139.

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13

Kraftl, Peter. "Environment for children: passive lessons from the everyday environment." Children's Geographies 6, no. 1 (February 2008): 109–10. http://dx.doi.org/10.1080/14733280701791983.

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14

Schneekloth, L. H. "Play Environments for Visually Impaired Children." Journal of Visual Impairment & Blindness 83, no. 4 (April 1989): 196–201. http://dx.doi.org/10.1177/0145482x8908300406.

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The author compared the motor activities and environmental interactions of sighted and visually impaired children during unstructured play in their natural play environments to: 1) assess motor proficiency level; 2) establish frequency and kind of gross motor, manipulative, self-stimulation, and social/play behaviors; and 3) assess their use of the environment. Overall analyses suggest that some developmental delays observed in visually impaired children can be attributed to a lack of opportunity for gross motor interactions with the environment. An environmental intervention strategy and design principles are proposed which involve appropriate design of complex and accessible play environments, and personnel training to use the environment as an active educational tool.
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15

Reis, Wenes Pereira, Mark Ghamsary, Caroline Galustian, Henrik Galust, Patti Herring, Josileide Gaio, and Hildemar Dos Santos. "Childhood Obesity: Is the Built Environment More Important Than the Food Environment?" Clinical Medicine Insights: Pediatrics 14 (January 2020): 117955652093212. http://dx.doi.org/10.1177/1179556520932123.

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Obesity continues to be a health burden to society and new efforts may be needed to combat this epidemic. This study aims to investigate the contribution of parents education and level of income, food environment (grocery stores and fast food restaurants), and built environment (perceived safety, availability/quantity of parks) on childhood obesity. This cross-sectional observational study explored whether parents education and income level, built environment, and food environment can affect children with obesity. Participants were selected from 3 separate elementary schools located in an urban community with higher risk to have children with obesity in Montclair, California. Children living in families with low incomes have 2.31 times greater odds to be affected by obesity than children living in higher income homes. Children whose parents did not feel safe in their neighborhoods had odds of obesity 2.23 times greater than those who reported their neighborhoods as safe. Age also appeared to be a risk factor, and the odds of children affected by obesity among children 8 to 9 years was 0.79, and the odds of being affected by obesity among children 10 to 11 years of age was 0.36, when compared to children 6 to 7 years old. Findings suggest that low family income, perceptions of neighborhoods as unsafe, and young age are associated with higher body mass index (BMI) percentiles among children living in poor neighborhoods in Montclair, California.
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16

Phenice, Lillian A., and Robert J. Griffore. "Young Children and the Natural World." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 167–71. http://dx.doi.org/10.2304/ciec.2003.4.2.6.

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A concept associated with ecopsychology is that children are born with a sense of relatedness to their environments, and through the processes of socialization they acquire a sense of separateness from environments, including the natural environment. Young children were asked about their views concerning several aspects of the natural environment. The data suggest that young children are constructing understandings concerning the relationship of humans to the natural world. This implies that their educational experiences can shape and augment their conception of relatedness to the natural world.
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17

Leickly, Frederick E. "Children, their school environment, and asthma." Annals of Allergy, Asthma & Immunology 90, no. 1 (January 2003): 3–5. http://dx.doi.org/10.1016/s1081-1206(10)63602-2.

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18

Chubrich, Robert E. "An Ideal Environment for Young Children." NSSLHA Journal 22 (November 1995): 42–46. http://dx.doi.org/10.1044/nsshla_22_42.

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19

Sahimi, Nurul Nadiah. "Young Children Perspectives about the Environment." Procedia - Social and Behavioral Sciences 49 (2012): 66–74. http://dx.doi.org/10.1016/j.sbspro.2012.07.006.

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20

Kawalec, Agata, and Krystyna Pawlas. "Home environment and burns in children." Burns Open 4, no. 4 (October 2020): 167–75. http://dx.doi.org/10.1016/j.burnso.2020.05.006.

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21

Kyle, Amy D., Tracey J. Woodruff, and Daniel A. Axelrad. "Integrated assessment of environment and health: America's children and the environment." Ciência & Saúde Coletiva 11, no. 2 (June 2006): 439–51. http://dx.doi.org/10.1590/s1413-81232006000200021.

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There is a need for systematic approaches to assessment of environmental factors most relevant to health, health outcomes most influenced by the environment, and relationships between them, as well as for approaches to representing results of such assessments in policy deliberations. As a step in the development of such methods, we used findings and data from environmental protection and public health sectors to develop a set of measures representing topics relevant to children's environmental health. We used a definition of the environment that emphasized contaminants and a process that involved both analytic and deliberative elements. The steps in this process were to: a) develop a conceptual framework to depict relationships between environment and health with relevant types of data and information, b) select topic areas of significance for children, c) identify best available data sources and devise measures, d) assess possible surrogate data sources and measures when needed, e) design and implement metrics for computation of measures; f) select graphical representations of measures, g) identify related measures, and h) identify data gaps. Representatives of policy and stakeholder audiences participated in this process.
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22

Kyle, Amy D., Tracey J. Woodruff, and Daniel A. Axelrad. "Integrated Assessment of Environment and Health: America’s Children and the Environment." Environmental Health Perspectives 114, no. 3 (March 2006): 447–52. http://dx.doi.org/10.1289/ehp.8321.

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23

Nir-Gal, Ofra, and Talia Nur. "Learning in an Internet Environment during Early Childhood." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 172–87. http://dx.doi.org/10.2304/ciec.2003.4.2.7.

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The present study focuses on the Internet activity of young children in order to examine how these children utilized the Internet and their potential in the uses of the Internet. The study sample consisted of 20 children, from both compulsory and pre-compulsory kindergarten. Two Internet learning environments were examined: (1) the ‘universal’ environment of the Web, where a search engine was used for navigation; and (2) the ‘modified’ Web environment, which was created in accordance with the abilities and level of young children. It was shown that young children who operated in a ‘modified’ Internet environment manifested better control of the uses of Internet interfaces and were better oriented in the Internet environment when compared with their activity in the ‘universal’ Internet environment. Another finding was that not all of the Internet uses constitute a meaningful learning environment for young children. In order for the environment to be advantageous for children, Internet uses must be structured in accordance with the children's levels of development and needs, with the emphasis on the use of the Internet as a source of information in parallel with concrete activity and teacher/adult mediation in the children's Internet activity.
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24

Campana, Kathleen. "Characterizing an information environment for supporting learning." Information and Learning Sciences 12, no. 5/6 (May 15, 2021): 341–59. http://dx.doi.org/10.1108/ils-08-2020-0206.

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Purpose This study aims to offer insights into the presence and nature of an information environment provided for young children to support their learning and explore how an information environment for young children can be characterized. Design/methodology/approach Observations of video-recorded public library storytimes were used to investigate the presence and nature of an information environment for young children’s learning. Findings The observations revealed that storytimes provide a rich, multimodal information environment where information is shared with young children and they are encouraged to interact with it in a variety of ways. The storytime participants take on several different roles that help to foster and sustain the information environment. Originality/value This study tests the applicability of Eisenberg and Small’s (1993) information-based education framework for exploring an information environment and recommends revisions to improve the framework’s effectiveness for characterizing information environments for young children.
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25

Голикова, Ольга, and Olga Golikova. "Peculiarities of tourism-for-children service environment." Services in Russia and abroad 8, no. 3 (May 28, 2014): 35–43. http://dx.doi.org/10.12737/4096.

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Tourism for children is a priority area of tourism development both in and outside the Russian Federation. The demand for children-oriented tours enjoys a steady growth. At the same time, the parents’ requirements are increasingly rigorous. Among the major requirements are safety and a high level of service. The article considers the principal peculiarities of organization tourism for children and, consequently, the specific features of the service environment.
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26

Stower, Sharon. "Keeping the hospital environment safe for children." Paediatric Care 12, no. 6 (July 2000): 37–42. http://dx.doi.org/10.7748/paed2000.07.12.6.37.c676.

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27

Reigart, J. Routt. "Guest Editorial: Our Children and the Environment." Environmental Health Perspectives 106, no. 6 (June 1998): A263. http://dx.doi.org/10.2307/3434022.

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28

Sahimi, Nurul Nadiah. "Preschool Children Preferences on their School Environment." Asian Journal of Environment-Behaviour Studies 2, no. 3 (April 1, 2017): 89–98. http://dx.doi.org/10.21834/aje-bs.v2i3.192.

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Children and adults have different views and preferences about the environment around them. Digital camera pictures offer a tangible documentation and representations of children’s perception and preferences regarding their school environment. This study is to identify children’s photography selection and preferences on the school environment, both indoors and outdoors. This study was conducted on 19 preschoolers (n=19) of age 4 and 5 using the project-based approach. The children were given a digital camera and were asked to take pictures of things in their school environment that they really liked. Their photographs were analyzed to see their overall preferences about their school environment. Keywords: children, photographs, preferences, school environment © 2017. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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29

Melson, Gail F., and James Garbarino. "Children and Families in the Social Environment." Family Relations 42, no. 1 (January 1993): 107. http://dx.doi.org/10.2307/584933.

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30

Schutze, Gordon E., James D. Sikes, Rossina Stefanova, and M. Donald Cave. "The Home Environment and Salmonellosis in Children." Pediatrics 103, no. 1 (January 1, 1999): e1-e1. http://dx.doi.org/10.1542/peds.103.1.e1.

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31

Sahimi, Nurul Nadiah. "Preschool Children Preferences on Their School Environment." Procedia - Social and Behavioral Sciences 42 (2012): 55–62. http://dx.doi.org/10.1016/j.sbspro.2012.04.166.

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32

Hanada, Masanori. "Learning of disabled children and their environment." Brain and Development 8, no. 5 (January 1986): 547–51. http://dx.doi.org/10.1016/s0387-7604(86)80102-4.

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33

Adams, Martin. "The Home Environment of Children Who Stutter." Seminars in Speech and Language 14, no. 03 (August 1993): 185–91. http://dx.doi.org/10.1055/s-2008-1064169.

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34

Baird, William E., and Steven B. Silvern. "Electronic games: Children controlling the cognitive environment." Early Child Development and Care 61, no. 1 (January 1990): 43–49. http://dx.doi.org/10.1080/0300443900610106.

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35

Zhelnakova, Lyudmila. "Ecofriendly Environment Design for Disabled Children Development." Applied Mechanics and Materials 584-586 (July 2014): 2395–99. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.2395.

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The article is devoted to question of ensuring the normal environment for children with limited mobility. This category includes children with impaired hearing, vision, speech, intelligence, musculoskeletal system, disorders of emotional and volitional and with learning difficulties. Such children can successfully live an active, busy life, can adapt to the environment, to learn and develop. Their life and movement restrict the space of the apartment, because these children often don't have the opportunity to attend the kindergarten. In this situation, the creation of intra-garden with game elements may be the only affordable way to commune with nature in a closed volume of apartment high-rise building in a big city. Positive effect of plants on physical and mental health of the child proved scientifically. A properly designed «Green playroom» is able to lighten the mood, stimulate the child to physical activity to relieve stress. Its importance for the inquisitive little man is hard to overestimate. Not only biological, but also «social» connection arise between the child and plants in urban settings. Plants variety of activities child and «heals» indoor climate. Nowadays phytodesign develops actively. «Adaptive» and «game» phytodesign should be its subsections. Its goal is to explore ways of interior landscaping in terms of access for different types of disabled.
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36

Ajanthan, Rajaratnam. "Building a safer environment for our children." Sri Lanka Journal of Child Health 48, no. 1 (March 5, 2019): 3. http://dx.doi.org/10.4038/sljch.v48i1.8644.

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37

Tentori, Monica, Lizbeth Escobedo, and Gabriela Balderas. "A Smart Environment for Children with Autism." IEEE Pervasive Computing 14, no. 2 (April 2015): 42–50. http://dx.doi.org/10.1109/mprv.2015.22.

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38

Cullingford, Cedric. "The Attitudes of Children to Their Environment." Cambridge Journal of Education 24, no. 1 (January 1994): 7–19. http://dx.doi.org/10.1080/0305764940240102.

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39

Levinson, Martin P., and Andrew C. Sparkes. "Gypsy children, space, and the school environment." International Journal of Qualitative Studies in Education 18, no. 6 (November 2005): 751–72. http://dx.doi.org/10.1080/09518390500298212.

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40

Fenner, Rolf. "Children and Their Urban Environment - Changing Worlds." Australian Planner 50, no. 1 (March 2013): 81–82. http://dx.doi.org/10.1080/07293682.2012.757410.

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41

Wallace, Belle. "Book Review: Teaching Children through the Environment." Gifted Education International 10, no. 1 (September 1994): 47–48. http://dx.doi.org/10.1177/026142949401000118.

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42

Lum, Chee-Hoo. "Home Musical Environment of Children in Singapore." Journal of Research in Music Education 56, no. 2 (July 2008): 101–17. http://dx.doi.org/10.1177/0022429408317517.

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The home musical environments of a class of 28 first-grade children in Singapore were examined in this ethnographic study. Technology was an integral part of the soundscape in the home. The musical repertoire gathered was closely associated with electronic and pop-influenced music, approaching the styles favored by teens and adults. Particular musical styles and selections that the families listened to and watched through the media also fueled these children with a sense of ethnic identity and nostalgia. Children's popular media culture was part of these children's broader social repertoire, creating a shared frame of reference for their musical play and generating cultural capital that was valued within their peer groups. Consideration of the various contexts in which these children learn about music, where their musical identities are being shaped under the influences of their techno-, media-, and ethnoscapes (dimensions proposed by Arjun Appadurai), has implications for music education classroom practices.
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43

Klein, Lisa G., and James Garbarino. "Children and Families in the Social Environment." Journal of Marriage and the Family 55, no. 1 (February 1993): 251. http://dx.doi.org/10.2307/352980.

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44

Kahn, Ken. "ToonTalkTM—An Animated Programming Environment for Children." Journal of Visual Languages & Computing 7, no. 2 (June 1996): 197–217. http://dx.doi.org/10.1006/jvlc.1996.0011.

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45

Ryabkova, I. A. "Characteristics of Role Substitution in Preschooler’s Play with Different Materials Psychological-Educational Studies." Psychological-Educational Studies 10, no. 3 (2018): 12–19. http://dx.doi.org/10.17759/psyedu.2018100302.

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The paper compares the role play of preschool children from 3 to 7 years with two different types of play material: play clothes and open-ended materials. The role is understood as a three-part process, including renaming, changing the appearance and playing actions. It is shown that role substitution depends on the object environment: children of the same age play differently in two different object environments. Children 3-5 years demonstrate more integral play in open-ended environment. They call themselves a role-name and their actions and changing the appearance often support it. In comparison children of this age often rename themselves, but rarely realize a new name in play actions in environment with play clothes. Role substitution of children of 6 years are different: children do not play in a open-ended environment, but they realize plots with varying degrees of complexity in play clothes' environment. It could be explained by the structured environment is much safer for this age group. It concluded that open-ended environment is more suitable for play needs of preschool children, because role substitution is accompanied by research, testing activity, which fill the role with emotionally content.
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46

Kim, Yeonwoo, Lorrene Ritchie, Andrew Landgraf, Rebecca E. Hasson, and Natalie Colabianchi. "The Role of the Neighborhood Social Environment in Physical Activity among Hispanic Children: Moderation by Cultural Factors and Mediation by Neighborhood Norms." International Journal of Environmental Research and Public Health 17, no. 24 (December 19, 2020): 9527. http://dx.doi.org/10.3390/ijerph17249527.

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Little is known about how the neighborhood social environment (e.g., safety, crime, traffic) impacts child physical activity. We examine the mechanism by which the neighborhood social environment is associated with child physical activity, moderated by individual-level cultural factors (e.g., language at home, immigrant generation) and mediated by neighborhood physical activity-related social norms (e.g., seeing walkers in the neighborhood). Data included 2749 non-Hispanic White and Hispanic children from the Healthy Communities Study. Multilevel regression was performed. The neighborhood social environment was not associated with physical activity in the full sample. However, Hispanic children speaking both English and Spanish and first- or second-generation Hispanic children engaged in more physical activity when the quality of the neighborhood social environment was higher (b = 1.60, p < 0.001 for Hispanic children speaking English and Spanish; b = 2.03, p < 0.01 for first-generation Hispanic children; b = 1.29, p < 0.01 for second-generation Hispanic children). Neighborhood physical activity-related social norms mediated the association between the neighborhood social environment and physical activity among Hispanic children speaking English and Spanish (b = 0.33, p < 0.001) and second-generation Hispanic children (b = 0.40, p < 0.001). Findings suggest heterogeneity in how neighborhood social environments impact physical activity by cultural factors. Health promotion programs may need to enhance neighborhood social environments to increase Hispanic children’s physical activity.
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47

Donii, E. I. "Social Interactions of Gifted Children in Heterogeneous Environment." Psychological-Educational Studies 10, no. 3 (2018): 20–36. http://dx.doi.org/10.17759/psyedu.2018100303.

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The article studies the social interaction of gifted children with their peers. Understanding the educational environment and the nature of social interaction helps developing necessary interventions with the goal to make a gifted child adapted. The goal of the paper is the analysis of the foreign literature; representation of the results of empirical research of social status and social interaction of gifted children in elementary school hold in 2016 in Holland. The used instruments: sociometric questionnaire of Rodriguea and Morera; behavior analysis protocol OPINTEC-v.5. Out of eight participants, one was the most rejected among peers (5th grade), two became the most popular among peers (3rd grade). The gifted children chose gifted and non-gifted children for interaction and established close interactions with them. When working together, the gifted children interacted more with popular and neutral peers; when playing together — with neutral peers. With reference to social interaction of gifted children with peers, only patterns demonstrating social effectiveness and social correspondence were found out.
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48

Cudak, Henryk. "Behaviour Disorders of Children with the Feeling of Alienation." Pedagogika Rodziny 5, no. 2 (June 1, 2015): 91–102. http://dx.doi.org/10.1515/fampe-2015-0021.

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Abstract Family constitutes a social, emotional, biological, and axiological environment which is hard to be substituted by other environments. The significance of family in children’s development, especially during the first development stages, is extremely high. The negative phenomenon in the family environment manifesting itself in indifference or even in only partly conscious emotional alienation, evokes the feeling of alienation in a child.
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49

Fikria, Afi Zumrotul, Sri Hartini, and Feri Faila Sufa. "SOCIAL BEHAVIOR OF EARLY CHILDREN IN THE NUSUKAN RAILWAY ENVIRONMENT, SURAKARTA." Journal of Early Childhood Education (JECE) 3, no. 1 (August 30, 2021): 65–74. http://dx.doi.org/10.15408/jece.v3i1.17205.

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Children's social development is how early childhood interacts with peers, adults, and the broader community to adapt. Parents and the environments are figures or models closest to children and become role models for children. This study aimed to determine children's social behavior and the role of the environment on the social behavior of children aged 5-6 years in the Nusukan Surakarta railway environment. This type of research uses descriptive qualitative methods—sampling using a purposive sampling technique. The data analysis technique used the Milles and Huberman model with three stages: data reduction, presentation, and conclusion. The results show that children's social behavior in the Nusukan railway area tends to be active, but some behaviors still need guidance so that children have good social behavior. It is inseparable from family environmental factors, both parents, siblings, peers, or other adults through their environment. Child development is strongly influenced by treatment or parental guidance for children in recognizing various aspects of social life or norms of social life. Social behavior is closely related to children's behavior in adjusting to the rules of society in the surrounding environment. Children obtain social behavior through maturity and learning opportunities from various stimuli provided by their environment.
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50

Undiyaundeye, Florence. "Outdoor Play Environment in Early Childhood for Children." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 14. http://dx.doi.org/10.26417/ejser.v1i1.p14-17.

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Every adult is aware that children enjoy playing. Even before a child is able to grasp an object, bright coloured toys are suspended in a crib or held for him to enjoy. Once the child is able to crawl, stand and walk, the opportunity to explore the environment and play are expanded. Through rich educational programmes young children can demonstrate effective learning and significant development. This even has been developed to explore ways to create an outstanding environment for children under three years. It will examine ways to achieve consistent high standards across education programmes through creating rich, varied and imaginative experiences for children. Outdoor play environment offers the children much needed exercise, sunshine and the opportunity to practice motor skills in a different setting. Through a supportive outdoor play environment, the children are exposed to best support for children's emotional, social, physical development and ways of acquiring communicative and language skills so that they are exceptionally well equipped for school and next steps in their learning. A combination of inspiring and motivated exciting environment provides the child with the grounds for learning through play and experience and a different type of freedom and confidence in exploration of nature and habitat.
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