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(wow) Words Of Wonders Level 2354 Answers
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Received: February 17, 2022 / Revised: March 9, 2022 / Accepted: March 14, 2022 / Published: March 18, 2022
The Merry Band Of Fife: November 2011
Eco-Abilities is an AHRC-funded project that sits at the intersection of three themes: caring for the well-being of children; to separate them from the environment; and lack of inclusion in the arts in school curricula. Building on Amartya Sen’s work on human empowerment as a measure of well-being, she develops the term “eco-opportunity” to describe how children determine what they need to lead fulfilling human lives through environmental sustainability, social justice, and the future lead to economic well-being. Be. Be. . A total of 101 children aged 7 to 10 from schools in very poor areas took part in eight full days of creativity in nature. The study was based on arts-based research methods, participant observation, interviews and focus groups with artists, teachers and children. The results suggest that nature arts contributed to the development of eight (eco)capacities: autonomy; physical integrity and safety; Individuality; mental and emotional well-being; relationality: human/nonhuman relationships; feelings and imagination; and spirituality. Four pedagogical elements contributed: expanded and repetitive outdoor arts activities; embodiment and affective involvement of children through the senses; the “slowness” that envelops children in time and space for (re)connection; and conscious practice that facilitates emotional expression. Through these elements, we envision nature arts activities supporting children’s well-being and leading them to a more complex relationship with nature and a clearer understanding of themselves as part of it, thereby encouraging them to take better care of it.
Global interest in child well-being is growing and is now the focus of major international policy documents on children’s quality of life (e.g. UN Sustainable Development Goal 3: Good health and well-being [1] ). Research shows that children’s well-being is associated with developing a positive attitude towards learning and successfully adapting to change [2]; Conversely, low emotional well-being can lead to psychological problems [3]. It is important to note that one in six children in England suffers from a serious mental illness and suicide is the third leading cause of death among young people [4]. However, this is not uncommon for the “Global North” since Biddle et al. [5] report that Ireland, Portugal, Germany and Finland have the highest rates of reported depression in Europe among those aged 15 and over [6]. In Australia there are 1.2 million general practitioners for young people dealing with mental health each year and this number has increased by 21% in the 2000s [7]. These numbers are higher for vulnerable groups, such as low-income households, people with special educational needs/neurodevelopmental differences (SEN/ND), or people exposed to adverse childhood experiences [8]. There is also growing evidence that climate change and the environmental crisis are further impacting the mental health and well-being of children and adolescents through environmental anxiety [9, 10]. It is alarming that 70% of children and young people with mental health problems in the UK do not receive adequate support at a sufficiently early age [11], but the National Service Framework emphasizes that for children at risk of developing mental health problems, an assessment of their needs and early intervention can be essential [12].
Significant well-being benefits can be gained from contact with nature, and its absence in childhood has been shown to be a predictor of depression in adulthood. Recent studies on the impact of COVID-19 on children’s mental health have shown that regular outdoor activity is associated with improved mental health, while more daily screen time and less time outdoors are associated with poorer mental health [13 , 14]. Also in England, the People and Nature Study found that while COVID-19 had an impact on children’s mental health, children who reported spending more time outdoors (and more time observing nature/wildlife) did more likely to say that “being in nature makes me very happy” (91% and 94%, respectively, compared to 79% of those who spent less time) [15]. However, six in 10 children (60%) say they are spending less time outdoors since the outbreak of the coronavirus and the initial lockdown. Consequently, in the UK, US and other “Global North” societies, for example, there is concern about children’s limited outdoor experience and consequent loss of connection with the natural environment [16, 17]. For example, in some cases this has led to the prescription of nature-based medical interventions or “green prescribing” [18]; Although the evidence for its use is currently mostly limited to adults, it is strong evidence of the power of this extinction experience.
In the United Kingdom, the New Hampshire government made a specific commitment to helping people improve their health and well-being through green spaces in its Green Future: Our 25 Year Environment Improvement Plan [19]: “we will learn how we can connect people more physically” . with green spaces to improve mental health” (p. 72). A new approach to this is outdoor art [20, 21]. There is evidence that arts education can promote physical, cognitive, language, social and emotional development [22] as well as improve mental health and social integration [23]. However, in the conditions of the Global North and in all cities, people with low socioeconomic status have less access to arts than their more affluent counterparts, and arts are increasingly marginalized in school curricula [24, 25, 26].
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This paper reports research that sits at the intersection of these three themes: concern for children’s well-being; their apparent isolation from the natural environment; and the lack of arts in the school curriculum – all related to the low socio-economic status (and hence relative inequality and disadvantage) in England. The study builds on Amartya Sen’s work on human empowerment as an indicator of well-being and develops the idea of ecological empowerment to examine the impact of art in nature on children’s well-being.
Human ability theory stems from welfare economics [27, 28] and describes a person’s ability to access all the ‘functions’ of a human ‘being’, for example: being healthy; being able to live with others; able to argue; the opportunity to participate in political debates, etc. Amartya Sen describes human ability as “a person’s ability to perform dignified actions or attain dignified states of existence” [27] (p. 30), a broad spectrum of human functions that transcend ideas of subjective and economic well-being. Skills are future-oriented and aim to provide people with real opportunities to achieve a state of physical, emotional, mental, and existential well-being in life [29], depending on a person’s personal assessment of what they value [30].
A skills-based approach does not look at people in terms of actual contributions or achievements (e.g. to economic growth) but in terms of their potential [31]. Sen’s theory is the starting point for an approach to human development: the idea that the goal of development is to improve a person’s life by expanding the range of things a person can be and do, such as: B. Being healthy and eating well in order to have knowledge. and participate in society. Thus, human development becomes a process of expanding a person’s functioning, the circle of what a person could do and who should be in their life, expressed in terms of expanding choices [32]. Bonnie and Walker [33] (p. 3) argue that skills “provide freedom to enjoy valuable qualities” or freedom to make choices in life. This is an analogue of the term “agency” used in sociology, along with structures used by a number of authors, including Anthony Giddens and Pierre Bourdieu, but specifically in
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