Concept Map of Environmental Stewardship

Concept Map of Environmental Stewardship

Robin Bradley

Clemson University

YDP 8880
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Our Concept Map of Environmental Stewardship organizes thoughts and ideas that

represent positive youth development and environmental sustainability. As youth development

professionals promote program-curriculum, nature-based activities can be implemented to

improve self-efficacy and sustainability where nature and youth engagement build relationships.

Piaget’s (1971) Cognitive Development theory of constructivist learning, suggest youth

engagement is effective for healthy development, as it satisfies basic human needs of autonomy,

competence, and relatedness (Brown, Garst, & Bialeschki, 2011).

Parents and youth-leaders meet the needs of youth by actively encouraging outdoor play

in natural accessible areas (Chawla & Derr, 2012). Children operate in fields of promoted action

by following in the direction of adults who place values on nature.

In The Last Child in the Woods, Louv (2008) suggests youth are increasingly isolated

from nature. Sometimes only knowing nature secondhand, if at all, through images on a screen.

Promoting outdoor activities has sustainable, positive effects on youth that encourages passion

for youth being outdoors.

Outdoor-play early in development creates friendships, provides leadership opportunities

and improves decision-making skill sets. Chawla & Derr (2012), suggest theories of Ecological

Psychology inform relationships between youth and their environment. Ecological Psychology

centralizes the quality social context in places youth experience. The theory helps explain how

those who are pro-environment often had a childhood of natural exploration in nature (Chawla &

Derr, 2012).

Leadership describes interpersonal skills that compel others to act in a given direction

(Brown, Garst, & Bialeschki, 2011). Memories about places or events cause emotional reactions

in youth. That emotional connection with nature encourages environmental stewardship with
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youth that has meaningful impacts within their community. Unique nature-experiences, inspiring

mentors, supportive friends, and engaging organizations in adolescence not only reinforce early

lessons, but also are able to compensate for missed experiences of free play in nature (Chawla &

Derr, 2012).
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References:

Browne, L., Garst, B., & Bialeschki, M.D. (2011). Engaging youth in environmental

sustainability: impact of the camp2grow program. Journal of Park and Recreation

Administration, 29(3), 70-85.

Chawla, L. & Derr, V. (2012). The development of conservation behaviors in childhood and

youth. The Oxford handbook of environmental and conservation psychology, 527-555.

Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder.

Chapel Hill, NC. Algonquin Books.