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City Children’s Nature Knowledge and Contact: It Is Not Just About Biodiversity Provision

City Children’s Nature Knowledge and Contact: It Is Not Just About Biodiversity Provision Much attention has been directed at the perceived decline in city children’s contact with nature. We used a child-centric approach to assess neighborhood nature knowledge in 187 children aged 9 to 11 years, from different socioeconomic and ethnic groups in three New Zealand cities. We evaluated the relative importance of social (independence, gender, social connections, deprivation, age) and environmental factors (biodiversity) in explaining variation in knowledge at a scale relevant to each child’s independent movements. Our biodiversity evaluation reflected the natural dimensions of the habitats where children interacted with nature. Generalized linear modeling identified ethnicity as having the strongest association with nature knowledge. Within each ethnic group, social factors were most important (independence, social connections, deprivation) except for Pākehā/NZ European children, where local biodiversity was most important. Enhancing biodiversity values of private green spaces (yards) would be effective in facilitating opportunities to experience nature, which is fundamental to supporting nature contact. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Environment and Behavior SAGE

City Children’s Nature Knowledge and Contact: It Is Not Just About Biodiversity Provision

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References (71)

Publisher
SAGE
Copyright
© The Author(s) 2017
ISSN
0013-9165
eISSN
1552-390X
DOI
10.1177/0013916517732108
Publisher site
See Article on Publisher Site

Abstract

Much attention has been directed at the perceived decline in city children’s contact with nature. We used a child-centric approach to assess neighborhood nature knowledge in 187 children aged 9 to 11 years, from different socioeconomic and ethnic groups in three New Zealand cities. We evaluated the relative importance of social (independence, gender, social connections, deprivation, age) and environmental factors (biodiversity) in explaining variation in knowledge at a scale relevant to each child’s independent movements. Our biodiversity evaluation reflected the natural dimensions of the habitats where children interacted with nature. Generalized linear modeling identified ethnicity as having the strongest association with nature knowledge. Within each ethnic group, social factors were most important (independence, social connections, deprivation) except for Pākehā/NZ European children, where local biodiversity was most important. Enhancing biodiversity values of private green spaces (yards) would be effective in facilitating opportunities to experience nature, which is fundamental to supporting nature contact.

Journal

Environment and BehaviorSAGE

Published: Dec 1, 2018

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