Philip Waters
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General information:
European Centre for Environment and Human Health, Peninsula College of Medicine and
Dentistry and the Eden Project
[email protected]
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[email protected]
Narrative Journey, a pedagogical tool connecting children and nature: social, health and
environmental benefits
Sue Waite (Plymouth University), Ian Frampton (ECEHH) & Mike Wilson (University College
Falmouth)
Thesis information:
The Mud Monster – children’s narrative usage while playing in natural environments
This paper outlines the theoretical proposal, proposed methodology and on-going literature
review
Background
For over three decades research has suggested that a relationship with nature is beneficial
to the human condition. Nature positively impacts on children’s health and well-being by
acting as a motivating factor for exercise, increasing physical activity levels, combating
obesity and related illnesses, reducing stress, improving symptoms of ADHD and increasing
children’s sense of self-worth (Fjortoft & Sageie 2001; Wells 2000; Wells & Evans 2003; Bird
2007; Mass, et al 2009). Nature also enhances children’s personal and social skills,
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increasing social capital, and impacting on the cohesiveness of local communities (Moore
1986; Bixler et al. 2002; Ward Thompson, et al 2006; DCSF 2010). There is also
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considerable evidence demonstrating nature’s impact on children’s cognitive and creative
abilities (Cobb 1977; Louv 1991; Moore & Wong 1997; Wilson 1997; Taylor, et al.
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1998/2002; Wells 2000; Fjortoft 2000; Crain 2001; Pyle 2002; Dillon, et al 2005; Pretty, et al
2009; Waite 2010), with further evidence suggesting that regular contact with nature during
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childhood is more likely to lead to ecological attitudes and behaviours in adulthood (Bunting
& Cousins 1985; Chawla 1988; Wilson 1993; Pyle 1993; Sobel 1996, 2002 & 2004; Hart
1997; Kals et al. 1999; Kellert 2002; Kals & Ittner 2003; Chaterjee 2005; Louv 2005; Chawla
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2007; Waite 2007).
As well as research, popular culture and social trends like fashion, cosmetics, medicine,
tourism, children’s toys, computer games, television, film and printed media, all contain
narratives that influence children’s daily attitudes towards, and experiences of nature. Yet,
there is very little evidence showing how children narrate their own nature experiences, or to
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what extent narrative can be used as a tool to encourage children’s attachments with nature
and the beneficial outcomes for health, society and the environment.
Since its inception, the Eden Project (one of the business partners in this PhD) has been
interested in the interaction between our perceptions and use of the environment and the
narratives that shape those perceptions (Waters et al, 2010). For the past three years,
Eden’s play project has been developing a methodology called Narrative Journey as a
response to children’s declining interest in the natural world (Waters 2011). The purpose of
this PhD is to empirically research aspects of ‘Narrative Journey’ as a method for supporting
children’s attachments to nature, and identify the social, economic and health benefits that
can be drawn from this work. The research will be split into two phases.
Phase One: Examining children’s narrative usage in the context of natural spaces
Study 1: Narrative-based research has enabled children to be active agents in voicing their
own thoughts, imaginings and feelings (Bennett 2008; Trionfi and Reese 2009) and have
proved to be useful methods for researching children’s nature-experiences (Karmanov &
Hamel 2008;), yet, there remains little empirical research that directly explores children’s
narrative within the context of their actions on and in, natural environments. This explorative
study, using behaviour mapping (Cosco 2006; Moore & Cosco 2010), will examine how
children narrate natural environments as they play, focusing on the language used in
attaching narrative to natural objects and the environment, and the comparison of these
narratives to non-nature narratives taking place during the same play episodes. This study
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will form a platform for the studies in phase two.
Phase Two: Examining the application of Narrative Journey as a methodology for
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fostering children’s nature relationships to support positive health, social and
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environmental outcomes
Study 2: In Cornwall, levels of obesity for reception-aged children is above the regional and
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national averages, with a trend of higher rates of obesity amongst areas of high levels of
deprivation (Children’s Trust Cornwall 2010). It is estimated that as many as 1.9 million
deaths worldwide are attributable to physical inactivity, and that inactivity is a key risk factor
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in the development of the most chronic diseases and cancers (Dobbins et al, 2009). Despite
pressures to increase physical exercise in schools, research indicates that for many young
children PE has the potential to discourage them from adopting life-long interests in physical
activity (Mackett 2004; Burdette 2005; Dobbins 2009), and that girls are consistently shown
to be less active than boys in formal physical activity, but more equal during forest school-
based physical activities (Lovell 2009). Furthermore, affordances of natural objects that are
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narrated with action potential are more likely to elicit physical responses, than objects
afforded with technical descriptions alone (Ye et al, 2009; Deák 2006). Developing the
findings from phase one, this study will explore how a storied landscape, with actionpotential narratives running throughout, impact on children’s physical activity. It is anticipated
that children’s immersion in a storied world will encourage their engagement in physical
activity, even if they are usually reluctant participants in physical education classes. Physical
activity will be measured using accelerometers.
Study 3: Ecological narratives presented to children tend to focus on environmental threats
whereby for most children the solutions are beyond their capabilities. Alternative approaches
show that children’s environmental awareness can be enhanced through the application of
empathic narratives and ecological literacy (McKnight 2010). Research also suggests that
empathic narratives contribute to a child’s overall moral development (Vitz 1990), as well as
affect physiological changes in the body, showing that narratives are as much woven into
our physical systems as they are our psychological systems (Bar-Haim et al, 2004).
Furthermore, evidence suggests that through stories - particularly European fairy tales children are strongly influenced by ‘good’ and ‘bad’ myths about natural environments
(Bingley & Milligan 2004), and that for many children, natural environments are used as
‘enchanted places’ for play (Änggård 2010). Building on studies one and two, this study will
explore how the application of empathic narratives, framed within a fantasy storied
landscape, influence children’s actions and interactions with nature. It is anticipated that
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empathic narratives will enhance children’s awareness of, and ecological-altruism for, the
natural environment. As environmental issues become increasingly important economically,
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Methods:
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finding ways to support greater participation in environmental action is vital.
While this proposal sits within a framework of evidence-based outcomes, which accordingly
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leans toward a quantitative based approach, this PhD will nevertheless employ a range of
mixed methods. Research suggests that multiple methods do not merely duplicate data, but
offer complementary insights and understandings that may be difficult to access through
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reliance on a single method of data collection alone (Darbyshire et al, 2005; Truscott et al,
2010). Furthermore, narrative is the primary means by which we express and make meaning
of the world and thus spans all methodological paradigms (Sandelowski 1991). However, a
methodological theme running throughout each of the studies include the innovative use of
film and audio based technology, particularly in the method of Behaviour Mapping (Cosco
2006; Moore & Cosco 2010), using Noldus Explorer XT software
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(http://www.noldus.com/human-behavior-research/products/the-observer-xt). Film, audio and
behaviour mapping enables direct and post observational analysis as well as systematic
coding and collection of audible and visual data that cannot be gathered easily in real-time
field situations. Other methods include physiological data collection, practitioner journaling,
and multi-modal research activities particularly favourable in research with young children,
such as the Mosaic Approach (Clark & Moss 2001).
Theoretical framework
Narrative Journey as a pedagogical tool to engage children in nature experiences has
developed somewhat since undertaking the PhD, both theoretically and in praxis. In the field
of early years education play often sits in an uncomfortable position. On the one hand it is
used instrumentally in children’s formal learning, particularly as a tool for delivering the
national curriculum. While in playwork, by contrast, play is seen as an intrinsic mode of
behaviour; a biological and natural means by which children engage with the world.
Practitioners using Narrative Journey need to situate their practice within and between these
tensions, thus the research of this PhD is to develop praxis as well as test narrative
methodologies and applications.
What is evident, discovered so far from the literature review on children’s free play, is that an
ecological approach to praxis that brings together the environment, children, play, the
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practitioner and narrative is most useful; neither one is more important than the other, as all
contribute something to creating nature experiences. The research is situated therefore, in a
paradigm that places children centrally as active research participants rather than merely
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‘subjects’ of research. Taking emphasis from the children’s rights movement, children are
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being considered as to what role they play in researching their own experiences, and to what
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extent this influences or impacts on what is being researched.
Likewise, as the researcher is also the practitioner, much consideration needs to be given to
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how this positioning influences or impacts what is being researched, thus the
researcher/practitioner will also be carrying out journaling as a tool for capturing reflections.
Issues arising:
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Due to the nature of this research, I’d like to explore specific issues that relate to the
following:
1. What are the benefits and complications with children being more active in
researching their own experiences?
2. What are the benefits and drawbacks of researchers also being practitioners in their
own research?
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