| Increased moral, ethical, social and political concerns | | | | at Durham University (Palmer and Suggate, 2004) |
| about changes in the environment due to the effects | | | | which showed that children as young as 4 years of |
| of global warming have resulted in the development | | | | age are capable of making accurate statements |
| of increased interest in environmental education and | | | | about the effects of environmental changes on |
| awareness of children (Littledyke, 2002) hence, there | | | | habitats and living things; and that in some instances |
| have been many researches carried out into children's | | | | they reminded adults to switch off the lights when |
| understanding of their environment and related issues. | | | | not in use. Arguably, children from all ages are capable |
| This paper seeks to explore the extent to which | | | | of showing concern for caring for their environment. |
| children could play an important role in environmental | | | | Studies by Barraza and Walford (2002) in Mexico and |
| issues. It is reasonable to suggest that catching them | | | | the UK found that levels of environmental |
| young is an effective way of creating environmental | | | | understanding amongst children are higher in schools |
| awareness and this may result in eco-soldiers in their | | | | with strong orientation in environmental studies than |
| later lives. It could be argued that this generation, | | | | schools with no environmental policies. This evidence |
| more than any other before, will need the | | | | is supported by findings of the Institute for Research |
| environmental awareness and citizenship that is | | | | on Environment and Sustainability (IRES, 2008) at |
| instilled through the interaction and exploration of | | | | Newcastle University which suggests that |
| their natural environment through education. | | | | environmental awareness and participation by children |
| Children represent an influential market that directs | | | | are more effective in schools where environmental |
| parental expenditure and the argument for their | | | | policies are well developed and that children from |
| importance in decision making in all spheres of life is | | | | such schools are more likely to apply their knowledge |
| becoming more persuasive and more widely accepted | | | | in the local environment within their neighbourhoods. |
| (Strong, 1998). Strong (1998) further suggests that | | | | Conversely, the same research revealed that children |
| children are able to use information from school to | | | | taught by teachers with inadequate understanding of |
| choose environmentally friendly products and play a | | | | environmental issues show little interest in their |
| role in how their parents act. In this regard, schools | | | | environment. |
| play an important role in the formation of positive | | | | There are, however, some sceptics who object to |
| attitudes towards the environment in young people. | | | | the involvement of children in environmental matters |
| It is, therefore, reasonable to suggest that lack of | | | | (Odell, 2009). Among the objecting voices, Odell |
| awareness is one of the obstacles to development. | | | | (2009) points out, are Frank Furedi, Professor of |
| Arguably, a child who does not know what things are | | | | Sociology at the University of Kent and author of |
| harmful to the environment is unlikely to respect the | | | | ‘The End of Education' and Professor David |
| environment and may not, therefore, have good | | | | Uzzell at Surrey University. Odell (2009) quotes Furedi |
| environmental attitudes. | | | | as stating that it is not right to worry children with |
| The Health Protection Agency (HPA, 2009) has noted | | | | environmental matters at an early age as they may |
| that about a quarter of the UK population are young | | | | end up just acting like ‘super-virtuous eco-bots' |
| people below 19 years of age. Children and young | | | | without really thinking about their actions. Uzzell |
| people, the HPA (2009) suggests, can be especially | | | | on-the-other-hand claims to have conducted research |
| vulnerable to environmental determinants of disease | | | | on children as a catalyst of environmental change in |
| and exposure to environmental hazards than adults. | | | | the UK, Portugal, Denmark and France (Odell, 2009). |
| By the UK government putting in place strategies | | | | The finding of this study, as Uzzell is cited by Odell |
| that focus on environmental factors that impact on | | | | (2009), was that the use of children as shock troops |
| young people's health (HPA, 2009), there have been | | | | for environmental change does not work and that |
| substantial improvements in the quality of the | | | | "children coming home and proselytizing is not the |
| environment in the UK that have resulted in | | | | answer." Uzzell concludes that (Odell, 2009) it only |
| measurable improvements in children's health. | | | | works in a household which has a well-informed |
| However, the HPA (2009) acknowledges that despite | | | | middle-class family where the parents were willing to |
| these advances, there are areas such as | | | | play pupil and allow the child to play teacher. |
| environmental awareness that can still be improved. It | | | | It could however be contended that removing |
| can be suggested that as the understanding of the | | | | children from the environmental equation would be |
| connection between environmental awareness and | | | | unwise and counterproductive since many |
| children's health advances, areas that need further | | | | environmental problems, such as climate change, have |
| improvements could be identified and acted upon. | | | | an impact even on future generations that do not |
| The UK government has also set out policies and | | | | participate in present decisions. It could be debated |
| enacted laws such as the Climate Change Act 2008 | | | | that the challenge should rather be to ensure that |
| (Defra, 2008) as a measure it can use to cut the | | | | children's involvement in decision-making on their |
| UK's emission of greenhouse gases. Defra (2008) | | | | environment is meaningful and can be translated into |
| suggests that the government recognises the | | | | real and consistent consideration of their needs. |
| importance of schools and young people in meeting | | | | Catling (2005) points out that children do not escape |
| its carbon reduction commitment. It could, | | | | the vagaries, the benefits and the issues of the |
| nevertheless, be debated that although there are | | | | world at large, and that schools and communities in |
| such laws and acts to protect the environment, if | | | | general have the responsibility to engage with them |
| the children are not aware of them and the benefits | | | | about it. Catling (2005) contends that schools should |
| of a good environment, then their role will be very | | | | have high expectations of children and make them to |
| minimal. Furthermore, research carried out by the | | | | be knowledgeable about their locality and the world |
| Green Alliance (2004) revealed that children are losing | | | | at large. The Green Alliance (2004) has pointed out |
| their connection with the natural environment; and | | | | that children are a powerful symbol of the future and |
| that the worse a local environment looks the less the | | | | should not only play a passive role in the |
| children are able to play freely. The research further | | | | development and implementation of environmental |
| suggests that children from poor environments are | | | | policy. Arguably, encouraging them to participate in |
| unlikely to develop habits and commitments that will | | | | the environmental debate and decision-making could |
| enable them to address environmental problems | | | | have a wider impact on environmental awareness and |
| adequately in the future. The Green Alliance (2004) | | | | citizenship in the longer term. On behalf of the UK |
| argues that new ways need to be found that | | | | Government (Defra, 2007), the Department for |
| facilitate environmental education for children through | | | | Education and Skills (DfES) aims to ensure that |
| out-of-school learning and green school designs. | | | | sustainable development and environmental |
| As Green Alliance (2004) has pointed out, children are | | | | awareness is embedded in the core education agenda |
| a powerful symbol of the future and hence they | | | | across all education and skills sectors. |
| provide us with a compelling reason to protect the | | | | It could be concluded from the above studies that |
| environment. With their involvement in the | | | | the saying ‘think global, act local' is even more |
| implementation of environmental policies as well as a | | | | valid when thinking about children's environmental |
| prolonged and repeated interaction with the natural | | | | awareness. The global environmental issues, it could |
| environment, it could be debated that children would | | | | be debated, will continue to get more complex and |
| be conditioned to develop a sense of care for the | | | | the generation we are currently fostering is likely to |
| environment. It can therefore be suggested that | | | | face even tougher environmental challenges. As the |
| new ways need to be found that facilitate | | | | Green Alliance (2004) puts it: |
| environmental education through out-of-school | | | | "This generation more than any other before will |
| learning and green school designs. The inclusion of | | | | need the environmentalawareness and citizenship that |
| Environmental Studies in school curriculums could | | | | is instilled through exploration of the natural |
| result in teachers having the confidence to deliver | | | | environment in childhood." |
| out-of-classroom teaching which could lead to better | | | | In addition, policy makers, it could be suggested, |
| environmental awareness and attitudes in children | | | | would benefit greatly from listening more to children's |
| (Defra, 2007). Every child should be entitled to | | | | views on environmental issues and respecting their |
| outdoor learning, such as field trips, if they are to be | | | | opinions and perspectives as well as taking them as |
| connected to their natural environment (Green | | | | key players on global environmental issues. Whichever |
| Alliance, 2004). It could be debated that the | | | | approach is taken, it should be clear that the |
| opportunity to investigate and explore the natural | | | | environmental problems being faced by humankind |
| environment provides children with the knowledge | | | | are real, and that if they are to be tackled, and |
| and understanding of how they could use their | | | | negative trends reversed, immediate and positive |
| surroundings. It is reasonable to suggest that such | | | | action is necessary (Curran, 1998). Curran (1998) |
| knowledge may result in their appreciation of what | | | | contends that every individual and organisation, large |
| they have and develop good attitudes towards the | | | | or small, can make a contribution and that every |
| environment. | | | | contribution is important. It is therefore reasonable to |
| The importance of children in environmental issues | | | | suggest that an increase in children's awareness of |
| has been acknowledged by the International | | | | both the environmental issues and the responses |
| Standards Organisation (ISO, 2003) by developing a | | | | that can be made to them is of paramount |
| ‘Kids' ISO 14000 programme. ISO (2003) | | | | importance now and in the future. |
| describes that the ‘Kids' ISO 14000 aims to | | | | |
| promote environmental awareness among children | | | | References |
| worldwide and enable them to take practical steps to | | | | Adams, S. (2009). Children get first mobile phones at |
| improve the environment. It teaches them to | | | | average age eight. Available from: (22/12/2009). |
| implement environmental management based on the | | | | Barraza, L., and Walford, R.A. (2002). Environmental |
| ISO 14000 approach in their homes and communities | | | | Education: a comparison between English and Mexican |
| and also aims to encourage the formation of | | | | School Children. Journal of Environmental Education |
| networks of children both locally and internationally in | | | | Research, Volume 8(2), pp 171-186. |
| order for them to work together on global | | | | Catling, S. (2005). Children, Place and Environment. GA |
| environmental issues. ISO (2003) contends that the | | | | Annual Conference- University of Derby. |
| Kids' ISO 14000 is a powerful learning tool which helps | | | | Colton, M et al. (2001). An Introduction to Working |
| children to achieve measurable environmental results | | | | with children: A guide for Social Workers. New York: |
| on their own doorsteps and forms responsible, | | | | Palgrave, pp 20-45. |
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| It is reasonable to suggest that the Kids' ISO 14000 | | | | London: The Stationary Office; pp1-10. |
| has become even more relevant as communication | | | | Defra. (2007). Advice and Support on education. |
| technology has become more accessible to children | | | | Available from: (06/09/2009). |
| than never before in the history of mankind. A | | | | Defra,. (2009). Climate change: What we are doing in |
| comprehensive report by the London School of | | | | the UK. Available from: defra.gov.uk/climatechange |
| Economics on internet usage by young people in the | | | | government/information.htm. |
| 9-19 year old age range in the UK (Adam, 2009) | | | | Green Alliance. (2004). A Green Alliance/Demos report |
| indicates that 98% have access to the internet with | | | | on UK children's attitudes towards their environment |
| 74% having access at home and 35% with access in | | | | and how this affects them. Available from: |
| their bedrooms. Adam (2009) highlights other | | | | green-alliance.org.uk.(12/08/09). |
| researches by the charity Personal Finance Education | | | | Health Protection Agency. (2009). A Children's |
| Group (PFEG) and the media regulator ofcom which | | | | Environment and Health Strategy for the UK. |
| reveal that 75% of all UK children aged 7 years and | | | | Available from: http: // (23/08/2009) |
| older owned "at least" one mobile phone. With the | | | | IRES. (2008). Energy and Environment at Heart of |
| internet providing social networking sites such as | | | | Science City Programme. Newcastle University, |
| Facebook, Myspace and YouTube and mobile phones | | | | Institute of Research on Environment and |
| providing text and picture messaging facilities, | | | | Sustainability. Available from: 2.html (06/05/2009). |
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| youths opportunities to form youth groups, play | | | | development. Paper presented at the European |
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| contact other children around the world and | | | | Lisbon. Available from: leads.ac.uk/educol |
| encourage them to be aware of how their actions | | | | document.htm |
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| can reduce their own impacts and influence their | | | | among children. The Observer. Available from: (08/05 |
| immediate families and communities then millions of | | | | 2009). |
| children together can make an enormous difference. | | | | Oldfield, F. (2005). Environmental Change Key Issues |
| Evidence gathered by Odell (2009) suggests that | | | | and Alternative Perspectives. Cambridge: Cambridge |
| children who are ‘green' are militant and see | | | | University Press, pp281. |
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| their parents and develop confidence to carry the | | | | development of children's understanding of distant |
| eco message home. Odell (2009) states that a | | | | places and environmental issues: report of UK |
| survey carried out in 2008 by the UK Social | | | | longitudinal study of the development of ideas |
| Investment Forum showed 24% of parents cited | | | | between the ages of 4 and 10 years. Research |
| their children as a key green motivator and concluded | | | | Papers in Education, Volume 19(2), pp 205-237. |
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| environmental ideas across than either politicians or | | | | Advertising. Journal of the American Academy of |
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| (2007) who part-fund the Eco-schools programme. | | | | Strong, C. (1998). The impact of environmental |
| Defra (2007) states that: "Children are the key to | | | | education on children's knowledge and awareness of |
| changing society's long-term attitudes to the | | | | environmental concerns. Journal of Marketing |
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