Children as an emotional amplifier in Northern Illinois white-tailed deer interactions

ABSTRACT

This pilot study identified and provided initial exploration into the notion that the presence of children can increase or amplify the emotional significance of encounters with white-tailed deer. Qualitative data demonstrated that Northern Illinois natural area decision makers found deer encounters to be more memorable when simultaneously sharing space with children. The theoretical frame was informed by Experiential Learning Theory and the Theory of Emotional Memory. Implications for environmental education practice and research are discussed.

KEYWORDS:

• decision making
• emotion
• environmental education
• wildlife