303
Views
0
CrossRef citations to date
0
Altmetric
Articles

The systemic vision of the environment through drawing of young Spanish children

ORCID Icon, ORCID Icon &

References

  • Alerby, E. 2000. “A Way of Visualising Children's and Young People's Thoughts about the Environment: A Study of Drawings.” Environmental Education Research 6 (3): 205–222.
  • Anning, A. 2002. “Conversations Around Young Children’s Drawing: The Impact of the Beliefs of Significant Others at Home and School.” Journal of Art and Design Education 21 (3): 197–208.
  • Baker, R. J., S. Solari, and F. G. Hoffmann. 2002. “A New Central American Species from the Carollia brevicauda Complex. Nuevas especies centroamericanas del complejo de Carollia brevicauda.” Occasional Papers 217: 1–11.
  • Barad, K. 2007. Meeting the Universe Halfway. Quantum Physics and the Entanglement of Matter and Meaning. Durham & Londres: Duke University Press.
  • Barnett, R. 2000. “Supercomplexity and the curriculum.” Studies in Higher Education 25 (3): 255–265.
  • Barnett, R. 2002. Claves para entender la universidad. En una era de supercomplejidad. Girona: Pomares.
  • Barraza, L., and I. Robottom. 2008. “Gaining Representations of Children’s and Adults Constructions of Sustainability Issues.” International Journal of Environmental & Science Education 3 (4): 179–191.
  • Beetlestone, F. 1998. Creative Kids, Imaginative Teaching. Buckingham: Open University Press.
  • Behrendt, M., and T. Franklin. 2014. “A Review of Research on School Field Trips and Their Value in Education.” International Journal of Environmental & Science Education 9 (3): 235–245.
  • Bezemer, J., and G. Kress. 2016. Multimodality, Learning and Communication: A Social Semiotic Game. London: Routledge.
  • Bowker, R. 2007. “Children’s Perceptions and Learning About Tropical Rainforests: an Analysis of Their Drawings.” Environmental Education Research 13 (1): 75–96.
  • Brown, S. M. 1999. “A Systemic Perspective on Higher Education in the United Kingdom.” Systems Research and Behavioral Science 16 (2): 157–169.
  • Bryman, A. 2006. “Integrating Quantitative and Qualitative Research: How is It Done?” Qualitative Research 6 (1): 97–113.
  • Canning, N. 2010. “The Influence of the Outdoor Environment: Den-Making in Three Different Contexts.” European Early Childhood Education Research Journal 18 (4): 555–566.
  • Capra, F. 2015. The Systems View of Life. A Unifying Vision. Estados Unidos: Cambridge University Press.
  • Carretón, A. 2017. La percepción infantil del entorno próximo: El Parc Natural de l’Albufera. Tesis doctoral [inédita]. Universidad Católica de Valencia San Vicente Mártir.
  • Cox, S. 2005. “Intention and Meaning in Young Children’s Drawing.” International Journal of Art and Design Education 24 (2): 115–125.
  • Creswell, J. W. 2013. Research Design. Qualitative, Quantitative and Mixed Methods Approaches. London: Sage.
  • Creswell, J. W., and V. L. Plano. 2011. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage.
  • Cuervo, L. 2016. La percepción de los alumnos de nivel preescolar sobre los humedales de Tuxpan, México. Análisis y Propuesta de Intervención en Educación Ambiental. Tesis doctoral. Universitat Politècnica de València.
  • Espinosa, A., R. Harnden, and J. Walker. 2007. “A Complexity Approach to Sustainability – Stafford Beer Revisited.” European Journal of Operational Research 187 (2): 636–651.
  • Espinosa, A., and T. Porter. 2011. “Sustainability, Complexity and Learning: Insights from Complex Systems Approaches.” The Learning Organisation 18 (1): 54–72.
  • Flowers, A. A., J. P. Carroll, G. T. Green, and L. R. Larson. 2015. “Using art to Assess Environmental Education Outcomes.” Environmental Education Research 21 (6): 846–864.
  • García-Gómez, J, and J. Nando. 2000. Estategias didácticas en Educación Ambiental. Málaga: Ed. Aljibe.
  • García, R. 2011. “Interdisciplinariedad y sistemas complejos.” Revista Latinoamericana de Metodología de las Ciencias Sociales 1 (1): 66–100.
  • Häggström, M., and C. Schmidt. 2020. “Enhancing Children’s Literacy and Ecological Literacy Through Critical Place-Based Pedagogy.” Environmental Education Research 26 (12): 1729–1745.
  • Halliday, M. 1982. El Lenguaje Como Semiótica Social. México, D.F.: Fondo de Cultura Económica.
  • Hargreaves, L. G. 2008. “The Whole-School Approach to Education for Sustainable Development: From Pilot Projects to Systemic Change.” Policy and Practice: A Development Education Review 6: 69–74.
  • Hathaway, M., and L. Boff. 2014. El Tao de la liberación. Una ecología de la transformación. Madrid: Trotta.
  • Hoover, K. S. 2020. “Children in Nature: Exploring the Relationship between Childhood Outdoor Experience and Environmental Stewardship.” Environmental Education Research 27 (1): 1–17.
  • Hopperstad, M. H. 2010. “Studying Meaning in Children’s Drawings.” Journal of Early Childhood Literacy 10 (4): 430–452.
  • Kress, G. 1993. “Against Arbitrariness: The Social Production of the Sign as a Foundational Issue in Critical Discourse Analysis.” Discourse and Society 4 (2): 169–191.
  • Kress, G. 1997. Before Writing: Re-Thinking the Paths to Literacy. London: Routledge.
  • Kress, G. 2010. Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.
  • Kress, G., and T. Van Leeuwen. 1996. Reading Images: The Grammar of Visual Design. London: Routledge.
  • Kress, G., and T. Van Leeuwen. 2001. Multimodal Discourse. The Modes and Media of Contemporary Communication. London: Arnold.
  • Leff, E. 2000. La Complejidad Ambiental. Buenos Aires: Editorial Siglo XXI.
  • Light, P. 1985. “The Development of View Specific Representation Considered from a Socio- Cognitive Standpoint.” In Visual Order: The Nature and Development of Pictorial Representation, edited by N. H. Freeman, and M. V. Cox, 214–230. Cambridge: Cambridge University Press.
  • Maagerø, E., and T. Sunde. 2016. “What Makes me Happy, and What Makes me Scared? An Analysis of Drawings Made by Norwegian and Palestinian Children.” European Early Childhood Education Research Journal 24 (2): 287–304.
  • Madden, L., and J. Liang. 2017. “Young Children’s Ideas About Environment: Perspectives from Three Early Childhood Educational Settings.” Environmental Education Research 23 (8): 1055–1071.
  • Matthews, J. 1999. The art of Childhood and Adolescence: The Construction of Meaning. London: Falmer Press.
  • Maturana, R. H., and G. F. Varela. 1992. The Tree of Knowledge: The Biological Roots of Human Understanding. 3rd Revised ed. Colorado: Shambhala Publications Inc.
  • Meadows, D., and D. Wright. 2008. Thinking in Systems: A Primer. Vermont: Chelsea Green Publishing.
  • Melhuus, E. C. 2012. “Outdoor Day-Care centres – a Culturalization of Nature: How do Children Relate to Nature as Educational Practice?” European Early Childhood Education Research Journal 20 (3): 455–467.
  • Morín, E. 2004. Introducción al Pensamiento Complejo. México, D. F.: Editorial Gedisa.
  • Moser, T., and M. T. Martinsen. 2010. “The Outdoor Environment in Norwegian Kindergartens as Pedagogical Space for Toddlers’ Play, Learning and Development.” European Early Childhood Education Research Journal 18 (4): 457–471.
  • Murga-Menoyo, M. Á., (coord.). 2006. Desarrollo local y Agenda 21. Una visión social y educativa. Madrid: Pearson-Prentice Hall.
  • Murga-Menoyo, M. Á. 2018. “La Formación de la Ciudadanía en el Marco de la Agenda 2030 y la Justicia Ambiental.” Revista Internacional de Educación para la Justicia Social (RIEJS) 7 (1): 37–52.
  • O ́Halloran, K. 2011. “Multimodal Discourse Analysis.” In Companion to Discourse, edited by K. Hyland, and B. Paltridge, 120–137. London: Continuum.
  • Pellier, A. S., J. A. Wells, N. K. Abram, D. Gaveau, and E. Meijaard. 2014. “Through the Eyes of Children: Perceptions of Environmental Change in Tropical Forests.” Plos One 9 (8): e103005.
  • Pereira, Z. 2011. “El método mixto en la investigación en educación: Una experiencia concreta.” Revista Electrónica Educare 15 (1): 15–29.
  • Pillotto, S. S. D., M. K. Silva, and L. T. Mognol. 2004. Grafismo infantil: linguagem do desenho. Joinvile-SC: Hucitec.
  • Profice, C., J. Pinheiro, A. C. Fandi, and A. R. Gomes. 2015. “Children’s Environmental Perception of Protected Areas in the Atlantic Rainforest.” Psyecology: Bilingual Journal of Environmental Psychology 6 (3): 328–358.
  • Ring, K. 2006. “Supporting Young Children Drawing: Developing a Role.” International Journal of Education Through Art 2 (3): 195–209.
  • Rodríguez Marín, F., and M. Eugenio-Gozalbo. 2021. Los huertos como recursos educativos y contextos de aprendizaje. Investigación En La Escuela, (103). Recuperado a partir de https://revistascientificas.us.es/index.php/IE/article/view/16069.
  • Rosenthal, R., and R. L. Rosnow. 2008. Essentials of Behavioral Research: Methods and Data Analysis. 3th ed. New York: McGraw Hill.
  • Salmi, H., A. Kaasinen, and L. Suomela. 2016. “Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model.” Creative Education 7 (10): 1392–1403.
  • Sánchez, S., E. Badía, and E. Hándal. 2009. El huerto como recurso escolar. San Salvador: MINED.
  • Sobel, D. 2015. Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning. St. Paul, MN: Redleaf Press.
  • Stanczak, G. C. 2007. “Introduction: Images, Methodologies, and Generating Social Knowledge.” In Visual Research Methods: Image Society, and Representation, edited by G. C. Stanczak, 1–21. Thousand Oaks, CA: Sage.
  • Steele, B. 1999. “Notes on the Aesthetics of Children’s Drawings.” The Education Network 15: 16–24.
  • Stokas, D., E. Strezou, G. Malandrakis, and P. Papadopoulou. 2017. “Greek Primary School Children’s Representations of the Urban Environment as Seen Through Their Drawings.” Environmental Education Research 23 (8): 1088–1114.
  • Storli, R., and T. L. Hagen. 2010. “Affordances in Outdoor Environments and Children's Physically Active Play in pre-School.” European Early Childhood Education Research Journal 18 (4): 445–456.
  • Torquati, J. 2010. “Environmental Education: A Natural Way to Nurture Children’s Development and Learning.” YC Young Children 65 (6): 98–104.
  • Torquati, J., K. Cutler, D. Gilkerson, and S. Sarver. 2013. “Early Childhood Educators’ Perceptions of Nature, Science, and Environmental Education.” Early Education and Development 24 (5): 721–743.
  • UN. 1972. Conference on the Human Environment, June 5-10, Stockholm. https://digitallibrary.un.org/record/523249.
  • UN. 1992. Conference on Environment and Development, June 3-14. Rio de Janeiro, Brazil. https://digitallibrary.un.org/record/170126?ln=es.
  • UN. 2002. Report of the World Summit on Sustainable Development, Johannesburg, South Africa, 26 August-4 September. https://digitallibrary.un.org/record/478154.
  • UN. 2012. The future we want. Final statement. United Nations Conference on Sustainable Development (Rio+20), June 20-22. Rio de Janeiro, Brazil. Retrieved from: https://digitallibrary.un.org/record/734344.
  • UNESCO. 2006. International Implementation Plan for the United Nations Decade of Education for Sustainable Development, Paris. http://unesdoc.unesco.org/images/0014/001486/148654so.pdf.
  • UNESCO. 2009. United Nations Decade of Education for Sustainable Development 2005–2014: Analysis of the contexts and structures of Education for Sustainable Developmen. http://unesdoc.unesco.org/images/0018/001877/187757s.pdf.
  • Van Leeuwen, T. 2005. Introducing Social Semiotics. Londres, Inglaterra: Routledge.
  • Vilches, A., and D. Gil Pérez. 2016. “La transición a la sostenibilidad como objetivo urgente para la superación de la crisis sistémica Actual.” Revista Eureka Sobre Enseñanza Y Divulgación de Las Ciencias 13 (2): 395–407.
  • Waller, T., E. Ärlemalm-Hagsér, E. B. Hansen Sandseter, L. Lee Hammond, K. Lekies, and S. Wyver. 2017. The Sage Handbook of Outdoor Play and Learning. Los Angeles, London, and New Delhi: Sage.
  • Waters, J., and T. Maynard. 2010. “What's so Interesting Outside? A Study of Child-Initiated Interaction with Teachers in the Natural Outdoor Environment.” European Early Childhood Education Research Journal 18 (4): 473–483.
  • WCED, S. W. S. 1987. “World Commission on Environment and Development.” Our Common Future 17 (1): 1–91.
  • Wells, P. J. 2017. Higher Education in the World 6. Towards a Socially Responsible University: Balancing the Global with the Local, edited by X. Grau, J. Goddard, B. Hall, E. Hazelkorn, and R. Tandon, 31–32. Gerona: Global University Network for Innovation (GUNI).
  • Wilson, R. A. 1994. Environmental Education at the Early Childhood Level. Washington: North American Association for Environmental Education.
  • Wright, S. 2007. “Young Children’s Meaning-Making Through Drawing and ‘Telling’: Analogies to Filmic Textual Features.” Australian Journal of Early Childhood 32 (4): 37–48.
  • Wu, M., T. Yuan, and Ch Liu. 2020. “Changing Stigma on Wild Animals: a Qualitative Assessment of Urban Pupils’ pre-and Post-Lesson Drawings.” Environmental Education Research 26 (6): 830–848.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.