The Influence of Culture on Children's Relationships with Nature
Bibliographic record
Abstract
This mixed-method study compared 5 to 8 years old children from Canada and Slovakia and their relationship with nature.A total of 52 children participated in this study; more specifically, 26 children from Toronto, Canada and 26 children from Bratislava, Slovakia.The children's relationship with nature was examined through understanding their definition of nature, experiences in and feelings towards nature.Children illustrated a picture of nature and their activities in it.They then participated in semi-structured interview and lastly participated in a dialogue about photographs of nature.The 'new sociology of childhood' and 'universalism in cross-cultural psychology' theoretical frameworks were used to frame this study.The results revealed that there were no cultural differences in the children's relationship with nature; however, cultural differences were apparent in the way children constructed their relationship.Children from both countries exhibited positive feelings towards nature, but the way they engaged with it was culturally different.Therefore, culture plays a role when establishing a connection with nature.Recognizing that children from various cultural backgrounds enjoy being in nature and acknowledging nature's positive effects on their overall well-being can help guide parents, caregivers, educators and policy makers to work together to ensure children can reap the benefits of nature for their healthy development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".