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Children's Geographies Volume 17, 2019 - Issue 6
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Articles

‘Nature makes people happy, that’s what it sort of means:’ children’s definitions and perceptions of nature in rural Northwestern Ontario

Suzanne TillmannDepartment of Geography, Western University, London, CanadaView further author information
,
Brenton ButtonDepartment of Geography, Western University, London, CanadaView further author information
,
Stephanie E. CoenDepartment of Geography, Western University, London, CanadaORCID Iconhttps://orcid.org/0000-0003-3939-8792View further author information
ORCID Icon &
Jason A. GillilandDepartment of Geography, Western University, London, Canada;Department of Paediatrics, Western University, London, Canada;School of Health Studies, Western University, London, Canada;Department of Epidemiology and Biostatistics, Western University, London, Canada;Children’s Health Research Institute, London, Canada;Lawson Health Research Institute, London, CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2909-2178View further author information
ORCID Icon
Pages 705-718 | Received 24 Oct 2017, Accepted 14 Nov 2018, Published online: 26 Nov 2018

Citations (12)

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Read on this site (5)

Anne Trine Kjørholt & Mette Bunting. (2023) Places to belong? Narrating childhood(s) and the coast as a home across three generations in a community of islands. Children's Geographies 21:1, pages 13-27.
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Ryan J. Keith, Lisa M. Given, John M. Martin & Dieter F. Hochuli. (2022) Urban children and adolescents’ perspectives on the importance of nature. Environmental Education Research 28:10, pages 1547-1563.
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Nelya Rakhimova, Devon McAslan & David Pijawka. (2022) Measuring child-friendly cities: developing and piloting an indicator assessment tool for sustainable neighborhood planning. Journal of Urbanism: International Research on Placemaking and Urban Sustainability 0:0, pages 1-27.
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Lissy Fehnker, Diane Pearson & Peter J. Howland. (2022) Exploring conceptualisations of ‘connections to nature’ from an environmental management perspective: a case study in Tāmaki Makaurau Auckland, Aotearoa New Zealand. Australasian Journal of Environmental Management 29:1, pages 46-63.
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Jillian Manner, Lawrence Doi & Yvonne Laird. (2021) ‘That’s given me a bit more hope’ – adolescent girls’ experiences of Forest School. Children's Geographies 19:4, pages 432-445.
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Articles from other publishers (7)

Lizette Pizza & Deborah Kelemen. (2023) Are Humans Part of the Natural World? U.S. Children's and Adults’ Concept of Nature and its Relationship to Environmental Concern. Topics in Cognitive Science 15:3, pages 452-479.
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Aimee L Morse & Steven B Emery. (2023) Avoiding the ‘easy route’: Young people's socio-spatial experience of the outdoors in the absence of digital technology. Geoforum 141, pages 103727.
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Terhi Arola, Marianne Aulake, Anna Ott, Matti Lindholm, Petra Kouvonen, Petri Virtanen & Riikka Paloniemi. (2023) The impacts of nature connectedness on children's well-being: Systematic literature review. Journal of Environmental Psychology 85, pages 101913.
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Eurídice Lurdes Jorge Pedrosa, Seth Asare Okyere, Louis Kusi Frimpong, Stephen Kofi Diko, Tracy Sidney Commodore & Michihiro Kita. (2021) Planning for Informal Urban Green Spaces in African Cities: Children’s Perception and Use in Peri-Urban Areas of Luanda, Angola. Urban Science 5:3, pages 50.
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Lissy Fehnker, Diane Pearson & Peter J. Howland. (2021) Understanding Conceptions of ‘Nature’ for Environmental Sustainability: A Case Study in Tāmaki Makaurau Auckland, Aotearoa New Zealand. Earth 2:3, pages 357-373.
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Victoria Egli, Sandra Mandic, Tessa Pocock, Anantha Narayanan, Lisa Williams, Terryann Clark, Lisa Spasic, Ailsa Wilson, Karen Witten & Melody Smith. (2021) Understanding children’s perceptions of, and priorities for, healthy neighbourhoods in Aotearoa New Zealand: study protocol for a cross-sectional study. BMJ Open 11:6, pages e047368.
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Edgar Alan Burns & Bahar Manouchehri. (2021) Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran. Interdisciplinary Journal of Environmental and Science Education 17:3 - In Progress, pages e2244.
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