Children and the Environment

1 Children and the Natural Environment.- Children: A Historical Note.- Natural Environment.- Man-Environment Relationships.- Cognition and Behavior.- Childhood and Nature.- The Wild Child.- Inner-City Children and Nature.- Natural Environment and Learning.- Typewriter and Learning: A Contrast.- Expanding World.- Animism, Artificialism, and Scale.- Play and Playthings.- Water, Sand, Clay, and Mud.- Climbing Trees.- Sliding.- Nooks and Play Houses.- Children, Animals, and Plants.- Identity.- Livelihood and Hunting.- Mimicry.- Affective Ties.- Plants.- Learning about the Natural Environment.- American Children and the Natural Environment.- Summary and Conclusion.- References.- 2 Children's Home Environments: Social and Cognitive Effects.- Home as a Source of Stimulation.- Social Stimulation in Home Environments.- Physical Stimulation in Home Environments.- Social Organization of Home Environments.- Privacy Regulation in Children's Home Environments.- Crowding in Children's Home Environments.- Type of Housing as a Determinant of Social Interaction.- Directions for Future Research.- References.- 3 Childhood Outdoors: Toward a Social Ecology of the Landscape.- Sources.- Methods.- Comparative Significance of Indoors and Outdoors.- Outdoor Behavior-Environment Concepts.- Measures of Territorial Range.- Range Evolution.- Controlling Factors on Range Development.- Place.- Significant Place Elements.- Place Elements in the Habitual Range.- Environmentally Dependent and Independent Activity.- The Co-Action of Range, Place, and Pathway.- Conclusions and Future Directions.- Range Analysis.- Place Analysis.- Pathway Analysis.- References.- 4 School Environments.- The Objective or Milieu-with-Program Environment.- The Objective Individual Environment.- The Subjective Environment.- Environments in Early Childhood.- General Environments for Preschoolers.- Issues of Size and Density.- Intraschool Settings as Environments for Preschoolers.- Experimental and Applied Foci in Preschool Environments.- Environments in Elementary Schools.- Qualitative Pictures.- Children in Global School Environments.- Children and Intraschool Settings.- Open School Environments.- High School and University Environments.- The "Questionnaire Environments".- Directions for Research.- References.- 5 Childhood and Privacy.- A Perspective for Understanding Privacy.- Background of this Approach to the Problem of Human Privacy.- Privacy as a Concept and a Social Issue: A Multidimensional Developmental Theory.- The Environmental Dimension of Privacy.- Privacy and the Life Cycle.- The Cultural Element.- Conclusions and Implications.- Privacy as an Experience of Separation.- Privacy Patterns and Autonomy.- Privacy and Positive Social Behavior.- Privacy and Self-Esteem.- Some Unanswered Questions.- References.- 6 Stalking the Elusive Cognitive Map: The Development of Children's Representations of Geographic Space.- Cognitive Maps.- Methodological Issues.- Neurological Bases of Spatial Knowledge.- The Development of Cognitive Maps.- The Development of Landmark Knowledge.- The Development of Route Learning.- The Development of Configurational Knowledge.- Concluding Remarks.- Summary.- Research Implications.- The Bigger Picture.- References.- 7 Children as Environmental Planners.- Methodological Considerations.- Developmental Studies.- The Town Study.- Task Variables.- Process Variables.- Spatial Planning Model.- General Considerations.- Task Characteristics.- Meaning.- Structure Rules.- Decision Stage.- Performance.- Preference.- General Conclusions.- References.