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What Factors Can Influence Children's Perception of Forests Today and in The Future?
What Factors Can Influence Children's Perception of Forests Today and in The Future?
ABSTRACT
Ethnobiological studies regarding the environmental perception of children are still infrequent, creating
a gap in the understanding of factors that influence the process of developing perception in this phase
of life. Therefore, this study sought to verify the influence of some factors, such as contact with natural
environments, gender, and age in elementary school students, between 11 and 15 years of age, about
remnants of the Atlantic Forest, present and future. We observed that the elements represented by
children did not differ in terms of contact with natural environments, but those who live in rural
areas, represented more elements related to usefulness. Additionally, the children in this study did not
show significant differences in environmental representations between genders, and an increase in age
indicated the loss of ecological knowledge about the natural components of a forest environment, giving
way to a more utilitarian and degraded view of the environment. In general, we can state that children
have precise perceptions about forest environments, and a negative perspective regarding the future of
forests. Furthermore, certain factors may come to have a strong influence on their perception, especially
with increasing age and strengthening of culturally established social roles for different genders, which
will strongly influence decision-making in favor of forests in the future.
1 Programa de Pós-Graduação em Ciência e Tecnologia Ambiental, Universidade de Pernambuco, Nazaré da Mata - PE, 55800-000,
Brazil
2 Universidade Estadual de Alagoas (UNEAL), Campus III, Rod. Eduardo Alves da Silva, Km 3 - Graciliano Ramos, Palmeira
dos Índios-AL, Brazil- CEP: 57604-595.
3 Laboratório de Estudos Etnobiológicos, Universidade de Pernambuco, Campus Mata Norte, Nazaré da Mata – PE, 55800-000,
Brazil
* Corresponding author . E-mail address: TBBS (brazeadu@gmail.com), TCS (talinecs@hotmail.com)∗ , MAR(marcelo.alves@upe.br)
SIGNIFICANCE STATEMENT
Some factors tend to influence the adult environmental perception. With children, we could see that these
factors were not always strong determinants. Contact with natural environments through visits has not been
shown to influence children’s environmental representations, but rather the environment in which they live.
Children do not yet have well-defined social roles, and increasing age has been shown to reduce the ecological
knowledge of natural components. Schools actively participate in building children’s perceptions and knowledge,
and this environment can lead to attitudes in favor of the environment, avoiding the future destruction of these
environments.
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Sousa et al. 2021. What factors can influence children’s perception of forests today and in the future?
Ethnobio Conserv 10:19
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Sousa et al. 2021. What factors can influence children’s perception of forests today and in the future?
Ethnobio Conserv 10:19
ations, who will be responsible for making decisions 46 pre-schools. The chosen school is classified as
in the future (Pellier et al. 2014; Dickel and Bonnin difficult to access, although it is in an urban area,
2019). and the students who participated in the research re-
In the following study, we seek to investigate the side both in the city of Carpina and in surrounding
environmental perceptions of children and adolescents cities. The school offers both middle school and high
about Atlantic Forest remnants through their repre- school classes, with approximately 675 students en-
sentations in the present and future, as well as the rolled from the 6th to the 9th grade of middle school
factors that may come to influence them. We seek to and 10th to 12th grade of high school.
answer the following questions: The school is located in a woodland environment,
and during the observation period and data collection
a) Are there changes in forest representations for chil-
many classes took place in open spaces, outside the
dren and adolescents in relation to the present and
classroom, due to insufficient classroom space for the
the future? (exploratory question)
number of enrolled students, as well as poor ventila-
b) Does contact with natural environments influence tion within the buildings. Although some classes are
the number of elements represented by children external, no field classes have been reported in the
and adolescents? We expect that those who live in woodland areas close to the school. The school runs a
rural areas and/or had opportunities to visit natu- project called “Fiscal and Environmental Education,”
ral environments, represent more forest elements. and although it does not have Environmental Educa-
tion as a curricular component, it develops this ap-
c) Does gender influence the number of elements rep- proach in an interdisciplinary manner. The teachers,
resented by children and adolescents? Boys are along with the administration, stated that they had
expected to represent more forest elements. taken a field trip with the students in the previous
d) Does age influence the number of elements repre- year to the Pernambuco’ Botanical Garden, located
sented by children and adolescents? Those who in Recife, the capital of the state.
are older are expected to represent more forest el-
ements. Data collection
We made initial visits to the school to explain the
MATERIAL AND METHODS nature and objectives of the research, as well as to
present the Informed Consent Form (TCLE) to the
Studied area administration, staff, and teachers. After the autho-
This research was conducted in the phytogeo- rization to conduct the study was given, a class from
graphic domain of the Atlantic Forest, in the city each grade, between the 6th and 9th grade, was iden-
of Carpina, state of Pernambuco, Northeast Brazil tified and selected. We invited the students to par-
(Figure 1). The Atlantic Forest is considered one ticipate in the research on a voluntary basis. A total
of the most biodiverse and threatened areas on the of 135 students agreed to participate from the 358
planet, and provides essential services for the popu- enrolled in the selected grades.
lation, such as water supply, climate regulation, agri- Data collection was carried out in three stages and
culture, fishing, electricity, and tourism. In addition, applied concurrently. During the first stage, the stu-
about 72% of the Brazilian population, and the three dents were invited to produce an essay based on the
largest urban centers on the South American conti- stimulus: “What do you think about the forest near
nent are located in this area (SOS Mata Atlântica the region where you live?” (Barraza and Ceja-Adame
and INPE 2020). In terms of access to natural envi- 2003). On this occasion, through a semi-structured
ronments, only 12.6% of the original cover of the At- questionnaire, we also asked students to answer some
lantic forest remains in the state of Pernambuco, a di- socioeconomic questions, such as age, gender, location
rect result of urbanization, implantation of industries, (urban or rural area), and if they had already visited
livestock, and agriculture (with emphasis on sugar- any forests (Table 1). Students were also asked to in-
cane monoculture) (Dean 1996; SOS Mata Atlântica dicate the sources of information where they obtained
and INPE 2020). Around only 3% of forest remnants knowledge about forests.
remain in the city of Carpina, In a second step, based on Pellier et al. (2014),
For this study, we selected elementary school we invited students to make drawings based on the
students from a public school. The city has an stimuli: “What do you see in the forest near the re-
area of 147,665 Km2 with an estimated population gion where you live?” In a third instance, students
of 81,884 inhabitants and an urbanization rate of were invited to create another drawing from the stim-
95.60% (IBGE 2016). Its school network has 56 el- ulus: “What do you expect to see in this forest in
ementary and middle schools, 12 high schools, and the future?” These stimuli were used to register the
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Ethnobio Conserv 10:19
Figure 1. Localization of Carpina - PE, Northeast of Brazil, with their forest remnants according with SOS
Mata Atlântica and INPE data base.
perceived components, the types of relationships stu- a limitation in one of the methods used (Silva et al.
dents establish with forests, and what they hope for 2010).
the future of this natural environment. During the
last two stages, we asked students to identify the el-
ements represented, in order to have a more precise Ethics Aspects
analysis later. We provided materials for the draw-
ings and essays, such as A4 sheets of paper, graphite, This research is part of the project: “Forest
colored pencils, erasers, and sharpeners. resources in the Pernambuco forest zone: poten-
tial for use and conservation priorities,” which was
The two methods of data collection (drawing and submitted to and approved by the Ethics Com-
writing) were necessary for methodological triangula- mittee of the University of Pernambuco (CAAE:
tion, so students had the opportunity to express their 19938013.1.0000.5207). In order to initiate the re-
perceptions in different ways, since they could have search, parents of underage students were asked to
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Sousa et al. 2021. What factors can influence children’s perception of forests today and in the future?
Ethnobio Conserv 10:19
sign the Informed Consent to allow their child’s par- In all models we used the following explanatory
ticipation in the study (Resolution 510/2016 of the variables: Visited the forest (factor), Location (fac-
National Health Council). tor), Gender (factor), and Age (ordered factor).
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Ethnobio Conserv 10:19
Table 2. Analysis Categories for elements from essays and drawings made by students about the forest (Barraza
and Ceja-Adame 2003; Silva et al. 2010).
Figure 2. Representations from elementary school students about the forest in the region where they live. (A,
C) = present; (B, D) = future.
0.0474) and 15-year-old students (H = 4.4915; p = than 15-year-old students (H = 3.9039; p = 0.0482),
0.034). Likewise, 12-year-old students tended to rep- as can be seen in Table 5.
resent a greater number of elements in this category
In regard to age and the future of forests, we ob-
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Ethnobio Conserv 10:19
Table 3. Average elements represented through drawings by students in the present and future, according to
location.
Present Future
Categories
Rural Urban Rural Urban
Abiotic 3.75a 3.66a 2.12a 2.70a
a
Anthropic 0.5 0.40a 3.1a
3.89a
a
Biotic 13.37 11.69a 4.31 a
4.32a
a
Degradation 0.06 0.12a 1.68 a
2.39a
Utilitarian 9.31a 4.48b 2.25 a
0.90a
Different letters on the same line and bold text indicate significant differences using the Kruskal-Wallis test
(p < 0.05).
Table 4. Average elements represented through drawings by students in the present and future, according to
gender.
Present Future
Categories
Female Male Female Male
Abiotic 3.62a 3.73a 3.0a 2.18a
a
Anthropic 0.20 0.68b 3.29 a
4.41a
a
Biotic 12.5 11.12a 5.4a
2.98a
a
Degradation 0.08 0.15a 2.45 a
2.11a
a
Utilitarian 4.46 5.78a 1.10 a
1.0a
Different letters on the same line and bold text indicate significant differences using the Kruskal-Wallis test
(p < 0.05)
Table 5. Average of elements represented through drawings by students in the present, according to age.
Present
Categories
11 12 13 14 15
Abiotic 3.28a 4.30a 3.38a 3.18a 3.06a
Anthropic 0.28a 0.44a 0.33a 0.54a 0.5a
Biotic 12.74a 14.41ac 8.52b 9.04a 7.65bd
Degradation 0.065a 0.11a 0.14a 0.09a 0.19a
Utilitarian 5.79a 3.94a 5.28a 4.86a 3.5a
Different letters on the same line and bold text indicate significant differences using the Kruskal-Wallis test
(p < 0.05).
served that there was a significant difference between The interviewed students represented a total of
11 and 12 years old students in relation to the an- 1,100 elements through the essays, with the majority
thropic category, where older students represented the in the biotic (54%), degradation (12.4%), and abiotic
forest in an anthropized manner (H = 6.8073; p = (11.9%) categories (Figure 3). In general, we observed
0.0091). However, for future forests, 11-year-old stu- that the students who answered “have not visited the
dents represent a scenario with fewer elements in the forest” mentioned a greater variety of elements than
“degradation” category than 12-year-old students (H the others in their essays (R = 4.99; p = 0.025; Table
= 6.7946; p = 0.0096) (Table 6). 7), indicating that our hypothesis was not corrobo-
rated. Thus, considering the total number of elements
The influence of contact with natural environ-
mentioned, the variables “location” was not significant
ments, gender, and age on children’s forest represen-
(R = 3.29; p = 0.069), neither was gender (R = 0.13;
tations through essays
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Ethnobio Conserv 10:19
Table 6. Average elements represented through drawings by students in the future, according to age.
Future
Categories
11 12 13 14 15
Abiotic 2.26a 3.22a 2.71a 2.47a 1.69a
Anthropic 4.24a 2.38b 5.28a 2.68a 3.81a
Biotic 4.32a 4.97a 3.14a 3.09a 4.5a
Degradation 1.0a 3.55b 1.76a 3.81a 1.0a
Utilitarian 1.71a 1.08a 0.33a 0.45a 0.5a
Different letters on the same line and bold text indicate significant differences using the Kruskal-Wallis test
(p < 0.05).
Figure 3. The most frequent words mentioned by the children in the essays using the stimulus "What do you
think about the forest near the region where you live?".
p = 0.713) or age (R = 7.22; p = 0.124), as can be based on mass media, which students pointed out as
seen in Table 7. one of the main sources of information about the for-
est they represented, as previously mentioned. The
formal and informal teaching and learning model can
DISCUSSION also shape perceptions about current and future en-
vironmental conditions (Pellier et al. 2014), and con-
The children’s representations of the forest degra- sequently, children may develop the perception that
dation process were intense, especially in the fu- humans and their actions in nature are a threat to
ture time frame. Children are continuously building biodiversity.
their worldview, which are conceptualized experiences
(Tuan 1980). They can develop negative perspectives Although the children studied by Pellier et al.
on future conditions of natural environments, which (2014) were all from rural areas, they also perceived
may be associated with the consequences of growing the human figure as the cause of environmental degra-
up in a world of constant warnings about the envi- dation, with the reduction and loss of biodiversity as
ronment, resource depletion, and the need for nature a future consequence. Children, as well as adults,
conservation (Profice 2018). These warnings may be are able to understand that the environmental degra-
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Table 7. Results of the GLM analysis of students’ essays on the forest, relating socioeconomic variables and
the number of words cited.
Essays
Independent variables Forest Visited Age Gender Location
2
χ 4.99 7.22 0.13 3.29
Total
P 0.025 0.124 0.713 0.069
χ2 0.36 22.61 0.63 0.13
Biotic
P 0.545 0.001 0.426 0.713
χ2 0.34 5.91 0.00 0.54
Abiotic
P 0.559 0.205 0.962 0.458
χ2 0.00 3.46 0.55 0.49
Adjective
P 0.985 0.483 0.456 0.480
χ2 0.48 8.93 1.49 0.81
Anthropic
P 0.484 0.062 0.221 0.367
χ2 3.02 6.90 0.40 0.15
Degradation
P 0.081 0.140 0.526 0.691
χ2 0.02 4.24 1.23 0.24
Utilitarian
P 0.862 0.373 0.266 0.619
Df 1 4 1 1
Bold numbers indicate significant differences based on means pairwise comparisons using Tukey’s method.
dation is mainly due to human activities such as rural areas represent forests from a more utilitarian
deforestation, pollution, and illegal forest activities, perspective in relation to those in urban areas. In
and these are long-term problems that need attention the region, studies indicate that communities in rural
(Hernandez-Tapia et al. 2018). Thus, our findings areas close to forest fragments are dependent on nat-
contribute to the idea that children have a sophis- ural resources, and usually use firewood from forests,
ticated perception of these environments and under- in addition to carrying out agricultural activities as a
stand the impacts of human activity on wildlife and means of subsistence (Arruda et al. 2019). Similarly,
other natural resources through changes in the land- with students from another rural area in northeast-
scape (Pellier et al. 2014; Sousa et al. 2019). ern Brazil, Silva et al. (2010) found a large number of
Student’s contact with forests through visits did forest representations associated with different uses.
not seem to influence the representations regarding Therefore, the utilitarian forest perception may oc-
its natural components, and contrary to what was ex- cur more strongly among those who live in rural ar-
pected, those who had never visited forests demon- eas, since this dependence results in greater resource
strated more knowledge of its components. Burgess knowledge (Quinlan et al. 2016). Moreover, depen-
and Mayer-Smith (2011) argue that children’s percep- dence on natural resources and children’s involvement
tion is often limited to direct experiences and general in these uses, enable them to both understand their
observations of the natural world, even children who environment and connect with nature, as well as ob-
have reduced or nonexistent natural spaces, have de- serve changes that can occur directly in their environ-
veloped an idea of nature as a place to play and ex- ment (Pellier et al. 2014).
plore. In addition, modernization and access to infor- There are no differences between genders in re-
mation through different media and social networks gards to forest elements in students’ essays, which is
can favor students’ knowledge of forests, regardless explained once again by the two factors previously
of having ever visited a forest (Quinlan and Quinlan mentioned in this text: a) access to information from
2007). The teaching and learning model can also con- different media (Quinlan and Quinlan 2007) and b)
tribute to the standardization of knowledge, especially standardization of knowledge based on the teaching
if it is not contextualized with each student’s reality, and learning model that can be decontextualized with
that is, students who have been to a forest or not, may the different student realities (Silva et al. 2010). How-
have similar knowledge, because they learned from ever, male student’s drawings showed a greater num-
a textbook and content taught in class (Silva et al. ber of perceived anthropic elements from the forest
2010; Pellier et al. 2014). environment, demonstrating that gender does not in-
Our results also indicate that children living in fluence the perceptions and knowledge of biodiversity,
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Ethnobio Conserv 10:19
but rather the human effect on the landscape. Chil- can be targeted more specifically at certain groups.
dren’s drawings can represent experiences, desires, Schools are favorable environments to begin these ac-
feelings, and reality, but they can also reflect cul- tions, since they strongly contribute to the social and
tural and socioeconomic issues (Oğuz 2010; Quaglia cultural development of children and young people,
et al. 2015). Some studies show differences between serving as a source of information and guiding many
the drawings of boys and girls, indicating that girls of the processes that contribute to the construction of
tend to draw more colorful things than boys, who pre- their global visions.
fer shades of brown, gray, and black (Peña-larios and
In general, students demonstrated an understand-
Gutiérrez-Barba 2017; Serin 2003). In our study, we
ing of the consequences when there is an increase in
found that girls did draw more colorful elements than
environmental degradation, such as the reduction of
boys, such as flowers and butterflies. Therefore, this
biodiversity and useful natural resources from their
factor can explain boys representing more anthropic
daily lives. Although the variable gender did not in-
elements, like building, roads, and fences, since these
fluence the knowledge of these young people, advanc-
figures have less colors.
ing age indicates changes in the way they perceive
In this study, we expected that the increase in age
these environments. Thus, over the years age may
would indicate a greater range of citations and rep-
strengthen and differentiate social roles according to
resentations of forest components; however, we found
the local culture, as well as shape perceptions and
the opposite of what we expected. Student knowl-
values in relation to natural environments, which will
edge on biodiversity was fragmented with advancing
directly affect the attitudes and decisions made about
age, and with a possible decrease in interest because
the future of these environments.
it represents natural components. However, students
demonstrate a better understanding and concern with Lastly, there are some limitations in this study re-
the phenomenon of degradation as they get older. garding the chosen public and information that was
Children’s perceptions of deteriorating environments not collected may bias some of our results; therefore,
can be shaped by their school education or by the we present some suggestions to avoid them in future
media. In the latter case, the information is generally studies. The interviewed public, aged between 11 and
negative and focuses on species extinction, deforesta- 15 years old, may have restricted access to forest en-
tion, and environmental disasters (Pellier et al. 2014). vironments, especially those of the female gender, due
Nevertheless, this perception can undergo changes as to cultural issues. In this case, the frequency of visita-
school years progress, and the student’s school envi- tion is reduced and can only be with adults. Thus, in
ronment can shape children’s perception during their addition to the variables tested here, for future stud-
cognitive development (Bento-Silva et al. 2015). This ies we also recommend collecting data on whether the
enables students to understand more complex issues, regularity (weekly, monthly, annually) in which chil-
as well as the development of attitudes that search for dren visit forest areas influences their perception; and
a solution to environmental problems. Thus, one way test the variable "restricted access" to forest areas to
to contribute to the expansion of local environmen- examine whether it can cause a difference in the per-
tal issues is through the contextualization of teaching ceptions of boys and girls.
in the educational process, since this can influence
the individual development of children (Oliveira et al.
2019) and contribute to future pro-environmental de-
cisions.
ACKNOWLEDGEMENT
FINAL CONSIDERATIONS
We would like to thank the teachers and managers
From theoretical point of view, this study ad- of the participating school, for all the support and re-
vances the understanding of how socioeconomic vari- ception during data collection, and Katiane Oliveira
ables influence the perception processes of younger for such help during that moment. We would also
people about nature. Our results showed that there like to thank Xavier Arnan for his contributions to
are no quantitative differences in the representations the statistical analysis, and Emre Suner for review
of young people about the forest, but qualitatively and suggestions. Thank you for the financial support
these differed due to socioeconomic variables. For ex- from National Council for Scientific and Technologi-
ample, we found that rural children represented the cal Development (Conselho Nacional de Desenvolvi-
forest as useful resource, since they probably use it as mento Científico e Tecnológico - CNPq) throughout
a source of subsistence, which is important to preserve the course of this research. We also thank the Uni-
for long term use. This finding is important from a versity of Pernambuco and the Laboratory of Ethno-
practical point of view, as future conservation actions biological Studies (LEET).
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Sousa et al. 2021. What factors can influence children’s perception of forests today and in the future?
Ethnobio Conserv 10:19
The authors have no conflicts of interest to declare. Dean W (1996) A ferro e fogo: a história de dev-
astação da Mata Atlântica brasileira. Compan-
hia das Letras, São Paulo.
CONTRIBUTION STATEMENT
Dickel VJ, Bonnin JJ (2019) Study of the en-
Conceived the idea presented: MAR, TCS vironmental ecological environment: per-
Carried out the study: TBBS ception of children and young people of
Carried out the data analysis: TBBS, TCS the schools from Obligado District, Depart-
Wrote the first draft of the manuscript: TBBS, MAR ment of Itapúa. Revista Agrogeoambiental doi:
Review and final writing of the manuscript: TBBS, 10.18406/2316-1817v11n320191326.
TCS, MAR Durán López ME, Barrientos Llosa Z, Charpentier Es-
Supervision: MAR quivel C (2016) Environmental perception by ur-
ban school children: influence of green areas,
financing and sex in Costa Rica. UNED Research
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