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The work addresses persistent early-formed attitudes and argues for broad opportunities for children to engage with animals’ needs and habits. It describes the Animal Rescuers project, including zoo visits, environmental activities, and an online space for learning and sharing. Using transactionalism and activity theory, the research links social learning ecologies to environmental awareness, conservation understanding, and an ethic of care.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/itsattll-hae-zopopening-childrens-environmental-learning-after-school/590489/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/itsattll-hae-zopopening-childrens-environmental-learning-after-school/590489.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the project emphasize early attitudes toward nature?","Question",{"text":112,"@type":113},"It notes that attitudes formed early in life tend to be persistent, making it important to create opportunities for young people to engage with animals and the environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were out-of-school-time programs connected to zoo experiences?",{"text":117,"@type":113},"The project paired OST programs with zoos to help children build relationships with animals and develop responsibility for animals and the environment through flexible, playful learning settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical approach guided the study of children’s environmental learning?",{"text":121,"@type":113},"The research combines environmental psychology’s transactionalism with developmental psychology’s activity theory to frame learning as participation in an actively produced ecology that continually changes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590489,1792210041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","it’sattll hae zopopening  \nChildren’s Environmental Learning after School  \nby Jason A. Douglas and Cindi Katz  \nTalk of our vexed relationship with nature has become commonplace as the environmental crisis grows. Scholars from disciplines as varied as biology, geography, and psychology have insisted that we must better understand this relationship if we are to avoid further destruction of ecosystems that are vital to animals and humans  \n(e.g. , Bjerk, Odegardstuen, & Kaltenborn, 1998; Hart & Chawla, 1981; Shepard, 1998; Wilson, 1984) . We hear increasingly of tropical forests and the wildlife they support being threatened by accelerating rates of forest conversion and degradation (Chapman & Lambert, 2000); the transformation of polar habitats is also daily in the news. Habitat destruction has countless implications for many animal species, including our own. However, throughout history humankind has depleted ecologies through such common and often necessary activities as agriculture, animal husbandry, hunting, urbanization, tourism, transportation development, resource extraction, logging, and war.  \nSinha (2001), while pointing to the importance of education in influencing the public’s view of wildlife, recognizes the difficulty of changing deeply held values, assumptions, and norms. Attitudes formed early in life tend to be persistent. Young people should thus have broad opportunities to engage  \nJASON DOUGLAS is a doctoral candidate in Environmental Psychology at the Graduate Center, The City University of New York. He is currently a National Science Foundation Graduate Teaching Fellow in the K–12 Education Program, working with ninth grade biology students. Jason’s research interests concern people’s relationship with nature, from education to environmental justice.  \nCINDI KATZ is professor of Geography and Environmental Psychology at the Graduate Center, The City University of New York. Her 2004 book, Growing Up Global: Economic Restructuring and Children’s Everyday Lives (University of Minnesota Press), received the Meridian Award for outstanding scholarly work in geography from the Association of American Geographers. She is co-editor of two books on critical feminist geography, and her work has been published in a variety of edited collections and journals. In 2003–04 Katz was a fellow at the Radcliffe Institute for Advanced Study at Harvard University, where she began her current project on contemporary American childhood.  \nwith the environment and to develop their awareness of such tangible things as animals’ needs and habits. Then they will be able to better understand their own role in sustaining these tangible needs—or not.  \nPairing dynamic out-of-school-time (OST) programs with zoos can encourage young people’s relationships with and sense of responsibility for animals and the environment. Our project, Animal Rescuers, gave us the opportunity to examine how such a pairing can work. OST programs enable learning in settings that are generally unavailable during school time (Honig & McDonald, 2005) . They provide space for collaboration among students, teachers, and others such as program visitors or outside educators. Taking advantage of the flexibility, location, and educational playfulness of an OST setting, we worked intensively with a small number of 10–12-year-old children to discover how they thought and felt about animals and to develop creative ways for them to share their knowledge and experiences with others. The children participated in zoo visits, environmental education activities, and an online space for expressing their feelings and working through their emerging ideas.  \nExamining these activities and their effect on the children gives us a better understanding of the educational role of zoos and of the kinds of OST activities that can influence children’s understanding of animals, extend their knowledge of conservation issues, and foster an ethic of care for the natural environment. While the ","cbCaivIB4vzJt5id","https://ap.wps.com/l/cbCaivIB4vzJt5id","pdf",270901,"English","# Children’s Environmental Learning after School\n## Rethinking human–nature relationships\n## Education, attitudes, and early values\n## Pairing OST programs with zoos\n## Animal Rescuers: activities and online expression\n## Active ecology: transactionalism and activity theory\n## Research questions","[{\"question\":\"Why does the project emphasize early attitudes toward nature?\",\"answer\":\"It notes that attitudes formed early in life tend to be persistent, making it important to create opportunities for young people to engage with animals and the environment.\"},{\"question\":\"How were out-of-school-time programs connected to zoo experiences?\",\"answer\":\"The project paired OST programs with zoos to help children build relationships with animals and develop responsibility for animals and the environment through flexible, playful learning settings.\"},{\"question\":\"What theoretical approach guided the study of children’s environmental learning?\",\"answer\":\"The research combines environmental psychology’s transactionalism with developmental psychology’s activity theory to frame learning as participation in an actively produced ecology that continually changes.\"}]","it’sattll hae zopopening - Children’s Environmental Learning after School | PDF",1792069740,25]