Nature Interpretation for Children and Young People in the Nordic Countries

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1 Nature Interpretation for Children and Young People in the Nordic Countries

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5 Nature Interpretation for Children and Young People in the Nordic Countries Mette Aaskov Knudsen and Poul Hjulmann Seidler (Editors) TemaNord 2013:534

6 Nature Interpretation for Children and Young People in the Nordic Countries Mette Aaskov Knudsen and Poul Hjulmann Seidler (Editors) ISBN TemaNord 2013:534 Nordic Council of Ministers 2013 Layout: Hanne Lebech Cover photo: Mette Aaskov Knudsen This publication has been published with financial support by the Nordic Council of Ministers. However, the contents of this publication do not necessarily reflect the views, policies or recommendations of the Nordic Council of Ministers. Nordic co-operation Nordic co-operation is one of the world s most extensive forms of regional collaboration, involving Denmark, Finland, Iceland, Norway, Sweden, and the Faroe Islands, Greenland, and Åland. Nordic co-operation has firm traditions in politics, the economy, and culture. It plays an important role in European and international collaboration, and aims at creating a strong Nordic community in a strong Europe. Nordic co-operation seeks to safeguard Nordic and regional interests and principles in the global community. Common Nordic values help the region solidify its position as one of the world s most innovative and competitive. Nordic Council of Ministers Ved Stranden 18 DK-1061 Copenhagen K Phone (+45)

7 Content Foreword... 7 Abstract Introduction Project Description The Aim of the Project The Root of the Project Project Background Project Course Seven Central Perspectives in Nordic Nature Interpretation that can contribute to an Increased Understanding of Nature and Sustainable Development Nature Interpreters as Facilitators The Immediate Experience Reflection Ownership Comfort and Security Location-based Learning Preparation and Follow-up An Overview of Good Examples of Nature Interpretation in Nordic countries Nature Interpreters as Facilitators The Immediate Experience Reflection Ownership Comfort and Security Location-based Learning Preparation and Follow-up Make a Lasting Impact with Your Nature Interpretation Enhance the Feeling of Ownership Getting a Feeling of Ownership of Things Getting a Feeling of Ownership of an Idea and Something We Don t Own As a Nature Interpreter You Have Full Ownership But What About Your Guests? The outcome for your visitors is not only about what they remember Ownership Relating to a Conservation Issue Mechanisms that Develop Feelings of Ownership How to Develop Understanding and Ownership of Sustainable Development Time is Always the Limit Literature... 53

8 5. The Demanding Role of Nature Interpretation Sites The Point of Departure The Role of Nature Interpretation Sites in the Nordic Arena Conclusion Literature Conclusions The Wider Perspective Sammendrag Appendix A/Bilag A Eksempler fra Danmark Eksempler fra Sverige Eksempler fra Norge Eksempler fra Finland Eksempel fra Island Eksempler fra Færøerne Appendix B/Bilag B Appendix C/Bilag C Workshop in Östersund 17 th 19 th September Appendix D/Bilag D

9 Foreword Just as I had found my feet as a nature interpreter for children, this workshop gave me so many new thoughts and ideas. It was a good job that Søren, at the meeting, said that it s better to try to improve oneself incrementally, rather than trying to revolutionise one self and starting over. Build on what you have already that s better in the long run. (Michaela from Sweden). It was a great experience to sit with each other s activities and provide input, but in this process one is caught up in other people s work, so it got under my skin, and I m finding that I can use them myself. Next time more time should be dedicated to this but it was also really good to get everything cleared up when talking to the specialists (Vibe from Denmark) The above quotes are from two nature interpreters, who participated in the Nordic Workshop for Nature interpreters in Sweden, September They provide a clear picture of how the project Nature Interpretation for children and young people in the Nordic countries achieved one of its central goals to create an effective framework in which nature interpreters can share positive experiences and inspire each other s mediation in practice. Another central goal of the project has been to create an overview of methods that further the development of nature interpretation for children and young people in the Nordic countries. The project is a collaboration between 25 active nature interpreters, the project steering committee of 10 members and scientists from relevant Nordic research institutions. The project was realised with a grant from the Terrestrial Ecosystem Group (TEG) under the Nordic Council of Ministers. The participating countries were Denmark, Sweden, Norway, Finland, Iceland and the Faroe Islands.

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11 Abstract Nature Interpretation for Children and Young People in the Nordic Countries was a one-year project with all of the Nordic countries participating. The project was realised thanks to a grant from the Terrestrial Ecosystem Group under the Nordic Council of Ministers. The primary goal of the project was to collect, develop and mediate a series of good examples of how nature interpretation, aimed at children and young people, can encourage children s understanding of nature, and inspire them to involve themselves with questions on humans nature and thus help contribute to sustainable development. The project focused on a several points of view regarding the planning of nature interpretation activities, which are central considerations when nature interpretation aims to lead to sustainable development. These points of view are concerned especially with how nature interpreters, through their activities, can instil a sense of ownership in children and young people, that involves body and mind, and encourages reflection and puts the experience and the activities in nature into a wider context.

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13 1. Introduction 1.1 Project Description To implement sustainable management of our nature and culture environments, it is necessary to have knowledge of it and engage with it. This is the foundation of environmental politics in the Nordic countries. Nature interpretation is an important tool when citizens, children as well as grown-ups, are to acquire knowledge of and opinions on our nature and environment. One important goal of nature interpretation in the Nordic countries is to encourage the public to participate in the environmental debate. It is especially important to inspire interest among children and young people, as they are the citizens of the future, and future stewards of nature and the environment. Nature interpretation takes place in the landscape. Outdoor life, physical activity and close contact with the landscape, the diversity of nature and cultural heritage monuments are important elements in nature interpretation. Furthermore, it is also the aim of nature interpretation to promote a healthy and sustainable lifestyle for the population at large. Figure 1.1 Photographer: Mette Aaskov Knudsen.

14 1.2 The Aim of the Project The overall aim of this project was to develop nature interpretation for children and young people in the Nordic countries in connection to periurban areas, natural areas and cultural environments. This was achieved by highlighting a series of interesting practical examples of nature interpretation aimed at children and young people in the five Nordic countries. These examples was developed on and nature interpretation methods will be mediated to nature interpreters, and other relevant teaching environments, in the Nordic countries. The secondary aim of the project was to build on nature interpretation as a method with which to inspire joy in children and young people at being, and expressing themselves, in nature. At the same time, an understanding of the relationship between people, nature and culture environments is to be created. It is thus the intention that children and young people are motivated to practice having a say and participating in the democratic processes that surround the use and mediation of nature and culture environments. Furthermore, the project had the following sub-aims: To inspire a general lift in the quality of Nordic nature interpretation, which is to support, promote and elevate the skills and learning of the intended demographic. This is achieved with reasons for, as well as discussion and application, of the theory and practise worked with for this project. For nature interpreters participating in the project, it is the aim that they and their workplace are inspired to develop their own methods and skills. Through discussions with and contributions from experienced nature interpreters, trained experts and the steering group of the Nordic project, we have pointed out seven areas that we have found to be especially important to address, in order to promote skills to engage oneself in the management and use of our nature and environment. We have chosen to focus on: The democratic aspect. Ownership among participants. Nature interpreters role as facilitators. 12 Nature Interpretation for Children and Young People

15 We are aware that not all of these areas apply to all demographic categories at all times, but we hope and believe that more areas can be incorporated in the context within which nature interpretation takes place. We thereby hope that the quality of nature interpretation can be raised through explanation and use of the theory and practice that is worked with throughout this project. From a Nordic perspective, and in relation to the management of our nature and environment, we have come up with a philosophy and a point of departure that characterises qualified nature interpretation in the Nordic countries in The Root of the Project The aim of the project is inspired by the following strategies and programmes that were prepared by the auspices of the Nordic Council of Ministers. 1 The Nordic Miljøhandlingsprogram (Environmental Action Programme), focussing in particular on the goals highlighted in 3.2. Landscape, culture environment and outdoor life. In Miljøhandlingsprogrammet it is explicitly stated that the Nordic Council of Ministers will work towards increasing public knowledge of the importance of landscape and cultural heritage in its relation to a high quality of life. In Strategi for arbeidet med friluftsliv (2010) (Strategy for work related to outdoor life) from the Nordic Council of Ministers taskforce TEG, point Friluftsfostran focuses especially on promoting children and young people s opportunities for taking part in outdoor life, both in nature and in peri-urban natural areas. 1 The following references were used in The root of the project: COPE: Miljøhandlingsprogram : TEG s friluftsstrategi: Strategi for børn og unge i Norden: Den europæiske landskabskonvention: 4B1F-9A14-F5A0381C5BA6/120126/EUROPAEISKLANDSKABSKONVENTION1.pdf Nature Interpretation for Children and Young People 13

16 Strategi for barn og unge i Norden (2010) (Strategy for children and young people in the Nordic countries) has a vision that children and young people should be able to influence their own lives, their immediate environment and the development of society as a whole, prioritising the environment, on which it is stated that: A collaboration that creates more value through an exchange of experiences among children and young people in the Nordic countries, and that strengthens their awareness of the value of nature and its resources. COPE Children, Outdoor, Participation, Environment (Norden 2008) deals with ideas of learning that can engage children and young people in the areas of health, nature interpretation, environmental issues, democracy and participation. This project is also informed by the European Landscape Convention, where knowledge on landscape, home rule, involvement and commitment are central aims. Konventionen for den immaterielle kulturarv (UNESCO 2003) (The Convention for Immaterial Cultural Heritage) defines cultural heritage as Customs, creations, expressions, knowledge and skills and tools and appertaining equipment, artefacts and cultural spaces that society, groups and in some cases individuals perceive as a part of their cultural heritage. This immaterial cultural heritage, passed down from generation to generation, is recreated continuously in relation to their surroundings, their reciprocal relationship to nature and their history, and creates a sense of identity and continuity. It promotes respect for diversity and human creativity. There is therefore a strong political will and backing for the aim of this project. Nature interpretation in the Nordic countries is a considerable factor in achieving the goals set by the many relevant strategies and conventions. Furthermore, nature interpretation has great potential to develop further in these directions, drawing more attention to the methods of Nordic nature interpretation. 14 Nature Interpretation for Children and Young People

17 1.4 Project Background Nature Interpretation in the Nordic Countries: A Historical Review Nature interpretation as a method of mediation was initiated throughout the Nordic countries in the late 1980s and 1990s. The report Naturveiledning i Norden (Nord 1990:52) (Nature interpretation in the Nordic countries) was a result of this joint effort. A common Nordic definition of nature interpretation was devised as an integral part of the Nordic joint effort. Nature interpretation is the mediation of an outlook on and knowledge of nature. The goal of nature interpretation is to create an understanding of fundamental ecological and cultural interconnections, as well as people s role in nature. Through nature interpretation, positive experiences are created that can increase environmental awareness, both for individuals and for society as a whole (freely cited from Nord 1990:52). Already then it was maintained that nature interpretation contributes considerably to both positive experiences in nature, and inspires an increased environmental awareness in both individuals and society. The ultimate goal of nature interpretation is to influence people s relationship to nature; to increase environmental awareness and give individuals an opportunity to contribute to sustainable development. Aside from the definition of Nordic nature interpretation, the project group agreed then that nature interpretation can contribute towards realising the following goals: 1. Provide inspiration for outdoor life on nature s own terms and in accordance with Nordic traditions for outdoor life. 2. Counter disturbances in and damage to vulnerable natural areas. 3. Promote understanding for the necessity of different forms of protection of nature and the environment. 4. Contribute to a mutual understanding between the primary professions and practitioners of outdoor life. 5. Promote understanding of how people, in a cultural-historical perspective, have had influence on and exploited nature and its resources. 6. Spread knowledge of how human activity affects eco systems 7. Promote a societal development in which there is a balance between nature and its exploitation. Nature Interpretation for Children and Young People 15

18 Following the release of the 1990 NORD-report, Denmark, especially, continued to develop nature interpretation as a strong method and profession over two decades that followed. In the middle of the first decade of the 2000s, initiatives were taken in Norway, Sweden and Iceland to strengthen nature interpretation. In Finland, nature interpretation became an important part of practice connected to the task of managing national parks and nature reserves in Forststyrelsen (Metsähallitus). In Sweden, the Swedish Centre for Nature Interpretation (SCNI) was established at the Swedish University of Agricultural Sciences (SLU) in 2008, and in Norway a new unit for nature interpretation at the Norwegian Nature Inspectorate/the Norwegian Directorate for Nature Management was established in New policy documents for work related to nature interpretation were also signed in both Sweden and Norway. In all of the Nordic countries, children and young people are an especially important and central demographic target for nature interpretation A New Nordic Joint Effort There has always been a decent and equal working relationship between the Nordic countries in the field of nature interpretation. The Nordic countries have inspired and helped each other. In 2009, a group of people from the Nordic countries had an idea to strengthen the countries cooperation with closer and more formalised cooperation. The aim was to work together on ideas for and developing projects on relevant challenges facing nature interpretation today. The group that took initiative for this project came from Sweden, Denmark, Norway, Finland, Iceland and the Faroe Islands. The persons involved in the group are: Denmark: Mette Åskov Knudsen (project leader) and Poul Hjulmann Seidler from the Centre for Outdoor Life and Nature Interpretation at the University of Copenhagen. Norway: Torfinn Rohde and Brita Homleid-Lohne the Section for Nature Interpretation at the Norwegian Nature Inspectorate. Sweden: Eva Sandberg and Per Sonnvik from the Swedish Centre for Nature Interpretation at the Swedish University of Agricultural Sciences. Finland: Carina Wennström from Metsähallitus/Forststyrelsen and Niina Mykrä from the Association of Finnish nature- and environment schools. Iceland: Ragnar Kristjánsson from the Agricultural University of Iceland. The Faroe Islands: Trondur Levinsson from Umhvørvisstovan, Environment Agency. 16 Nature Interpretation for Children and Young People

19 Figure 1.2. The project s steering group gathered for a planning meeting in Tyresta Nationalpark, Sweden in March 2012 Photographer: Brita Homleid-Lohne. Nature Interpretation for Children and Young People 17

20 1.4.3 The State of Nordic Nature Interpretation in 2012 Sweden The Swedish Centre for Nature Interpretation (SCNI) was established in 2008-an initiative by the Swedish Environmental Protection Agency (SEPA) and the Swedish University of Agricultural Sciences (SLU). The aim was to develop nature interpretation in Sweden. The point of departure for the work is the broad definition of nature interpretation that the Nordic Council of Ministers agreed on in SCNI gathers a network of 1,500 interpreters and others, who are interested in SCNI s work. SCNI promotes knowledge and experience by coordinating the network, organising seminars and courses and spreading best practice. An overview of nature interpretation activities has been prepared, indicating great diversity in different forms of nature interpretation in Sweden. Some of the main players in the field of nature interpretation are naturum (nature information centres and Nature Schools), nature tourist organisations, nature protections unions, homestead associations and a collection of public bodies. The most common forms of nature interpretation are guided tours and information in the form of Interpretive panels, leaflets and exhibitions. SCNI s reason for participating in this project is to improve on the skills needed to best mediate nature interpretation to children and young people in Sweden, through a joint effort from the Nordic countries. Furthermore, SCNI wishes for the work to create a greater overview of good examples of nature interpretation, that can serve as a basis for further understanding and development of nature interpretation not just nationally, but also throughout the Nordic countries. SCNI will use the results of the project in the on-going work with seminars, courses and conferences for nature interpreters in Sweden. It is SCNI s hope that these activities will help further elevate the standard of nature interpretation for children and young people in Sweden, raising awareness of nature and the value of the cultural landscape among the people of Sweden, encouraging the public to support and participate in environmental protection. Norway Historically speaking, nature interpretation in Norway has had a strong connection to Norwegian traditions of outdoor life. Today, nature interpretation in Norway is defined as an activity in its own right, with a strong focus on the educational aspect, the experience of nature, knowledge of nature, nature culture and mediation of views relating to nature and environment. Nature interpretation most often takes place outside facilitated by a single person the nature interpreter. Nature interpreters in Norway work in voluntary unions, grass root organisa- 18 Nature Interpretation for Children and Young People

21 tions, in museums, in outdoor life councils, at nature information centres and camps and within the tourist industry. Since 2007, Statens Naturoppsyn (SNO) has had nature interpreters on staff in its nature interpretation section. Plans are in the works to establish a Norwegian network for nature interpreters, and more colleges/universities are working towards making degrees and courses on nature interpretation a reality. SNO s reasons for participating in this project are multifaceted: To provide nature interpreters in Norway with an opportunity to establish professional contact with nature interpreters in the other Nordic countries. To contribute to the exchange of experiences with nature interpretation for children and young people between Nordic nature interpreters. To strengthen the Nordic cooperation between the people and institutions that work with the development of nature interpretation as a profession and field of research in the other Nordic countries. Iceland In Iceland there are people that work with nature protection. A lot of these also work as nature interpreters. During the summer, approximately 50 nature guards (nature interpreters) work in three national parks and 15 natural areas, as well as in the municipality of Reykjavík. The reason for hiring nature guards (nature interpreters) is tourism in the Icelandic nature: mass tourism is a problem in the vulnerable Icelandic nature, and professional nature interpreters are therefore necessary. Nature interpretation for children and young people is scarce and isn t prioritised by the nature protection authorities. The municipality of Reykjavík runs a nature school, with an appropriately qualified person, who provides in-service training/further education for secondary school teachers. It is difficult to compare nature interpretation in Iceland to that of the other Nordic countries, especially because of differences in the education of nature interpreters. The Environment Agency of Iceland provides two-week courses for nature guards (nature interpreters). Young university students make up approximately 90% of the people that complete the course and are granted permission to work as nature guards (nature interpreters). They work predominately in national parks for six to ten weeks for two to three summers. A large part of their summer work is guiding tourists through protected nature sites. Nature Interpretation for Children and Young People 19

22 Finland Many different authorities and institutions in Finland can offer nature interpretation: Nature and environment schools, youth and outdoor life centres, nature information centres, WWF, the association for nature protection, 4H and more. The demographics catered to are everyone from young children to adults, depending on the institution and organisation, but the goals are the same. In connection with the establishment of Finland s nature and environment schools, an idea to build a support network for environmental teaching in children s institutions, schools and youth schools was formed. Thus, the LYKE network was founded in The network consists of nature and environment schools, Metsähallitus (Finland s forest agency) s nature information centres, national youth centres and camp school centres. The long-term aim is for all institutions and schools in Finland to have a connection to a place where they can get help and inspiration for education concerning the environment. All of the network participants have the same ideas and goals: Working with institutions and/or schools is a central part of the task, and practical activities in nature and holistic experiences, and a diverse application of the senses are a part of the learning approach. The coordination of the network opens up for possibilities of development, where participants can help and inspire each other, and where it will be possible to organise courses and meetings with professional content. The Finnish Ministry of Education and Culture is responsible for this initiative. Nature interpreters in Finland and within the new LYKE network find it inspiring to hear how nature interpretation is organised in the other Nordic countries. Furthermore, it is useful to share important educational approaches in nature interpretation. It is important to make contact and connect with other countries to learn how they work with developing their nature interpretation in practice. Denmark Over the past three decades in Denmark, the interest and persistent development of the education, in-training and rooting of nature interpreters has taken a steady climb. This effort has brought about a greater awareness of nature interpretation among the Danish population, as well as a development within nature interpretation that promotes a broad selection of societal needs. This includes needs for information on and protection of nature and culture environments, support for primary and secondary school pupils education within most subjects, stimulation of social and human development for young children, actions that promote physical and mental health for several demographic categories, the inclusion of vulnerable children, as well as experience economy and 20 Nature Interpretation for Children and Young People

23 the development of tourism. Approximately 350 full-time nature interpreters work predominantly at nature centres, nature schools, green organisations, museums, the Danish Nature Agency and as independent nature interpreters. Aside from nature interpreters and their workplaces, the developing of nature interpretation in Denmark is promoted by, among other things, the nature interpreter course (a two-year training course consisting of seven residential courses of a two-to-ten day duration, as well as three large assignments). Furthermore, over the years there has been a special focus on on-going development and further education in seminar workshops, regional networks and national theme-networks. A good and long-term joint effort from central interest groups such as the Danish Outdoor Council, the Danish Nature Interpretation Service and the Danish Rangers Association have all contributed to furthering this development, like the Danish Nature Interpretation Service vast support to the Nature Interpretation education in the past, and the Danish Outdoor Council s past and present support for wages, education and further training has been paramount for the success of nature interpretation. This has supported a staff comprising of both dedicated and professional nature interpreters. Denmark s motivation for participating in this Nordic project is to strengthen the network between the different participants working with nature interpretation a network of nature interpreters, but also a strengthened network between people in the Nordic countries that work with coordination, development of skill and network support. 1.5 Project Course The aims of the project was realised by using examples of interesting practice within nature interpretation, aimed at children and young people in the Nordic countries. These examples highlight immediate and outdoor education. Each example has been described in such a way that it is clear which demographic it is aimed at, and thus what methods of mediation are applicable. In order to fulfil the part of the aim that concerns itself with the democratic aspect and opportunities to influence nature management, several examples are related to how advice and information includes and involves participants and gives them a chance to act or make decisions on their own.this project has focused on three areas within which the examples take place: The peri-urban environment, protected natural areas and culture environments. In all three Nature Interpretation for Children and Young People 21

24 areas, the examples are to highlight the connection between people, culture and nature. The examples are about nature interpretation aimed at children in schools, and also children and young people in other contexts like children within the family, or children and young people in their spare time Planning Workshops for Nature Interpreters in the Nordic Countries, March September 2012 To collect interesting examples of nature interpretation in practice, the steering group laid out a project plan during its first meeting, describing sub-elements and how to achieve the project aims. February 2012: The project steering group meets in Tyresta National Park in Sweden to plan. An invitation is prepared, and a form for nature interpreters to fill out to make their interest in participating in the project known. The form covers which of the three areas (see above) and which demographic the examples deal with. April 2012: Each country announces the chance to take part in the workshop to its nature interpreters. From the suggestions and applications received, members from the individual country s steering groups selected those most interesting and relevant to the project. A total of approximately 80 interested nature interpreters applied, from which 25 were selected to take part in the Östersund workshop. The list of all received examples can be seen at Swedish Center for Nature Interpretations homepage. May 2012: The selected nature interpreters are informed of the decision and are invited to participate in the workshop in September 2012 in Sweden. June 2012: Presenters at the workshop in September are contacted. A final framework for the project report is prepared. The invited nature interpreters submit their final example descriptions. Central perspectives of nature interpretation are emphasised in the descriptions that nature interpreters have to consider when they describe their examples. The emphasised perspectives are: Nature interpreters as facilitators. The immediate experience. Reflection. Ownership. Security and comfort. Location-based learning. Preparation and follow-up. 22 Nature Interpretation for Children and Young People

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