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Psychological Science and Education
2017. Vol. 22, no. 6, 77–86
https://doi.org/10.17759/pse.2017220607
ISSN: 1814-2052 / 2311-7273 (online)

Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking

 
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Abstract

The article presents results of an empirical research of cognitive, affective (emotional) and behavioral components of ecological consciousness in 323 children of preschool and primary school age (6—10 years).It was found that preschool age children underestimate the impact of nature on man, but at the same time overestimate the human impact on nature. Children of this age attributed greater importance to being emotionally close with nature than children of primary school age. When choosing between the industrial, social or natural environment, children of both age groups give preference to the natural environment, leaving the industrial one the least preferred. The outcomes of this research were used to analyze the development of dialectical thinking (actions of transformation and association) in children of these age groups. As it was revealed, dialectical thinking in children of preschool age is predominantly visual. In primary school children, the visual form is replaced by conceptual and symbolic thinking, although still in an underdeveloped form. The article concludes that the first two years of school education have little influence on the development of dialectical thinking in the part that concerns actions of transformation.

General Information

Keywords: children (6—10 years), ecological consciousness, components, cognitive, affective (emotional), behavioral, dialectical thinking, action, transformation, association

Journal rubric: Developmental Psychology

OpenAlex citations: 2

OpenAlex trends: Animal and Plant Science Education, Environmental Education and Sustainability, Climate Change Communication and Perception

Information about the work in OpenAlex

Number of citations: 2

Topics

Animal and Plant Science Education

This cluster of papers explores human attitudes and interactions with animals and plants, including the willingness to pay for biodiversity conservation, the selection of flagship species, the impact of education on attitudes, cultural influences on species preferences, and ethical considerations in conservation efforts.

Number of works: 73670  |  Total number of citations: 325345

Topic detailsв OpenAlex

Environmental Education and Sustainability

This cluster of papers focuses on the factors influencing pro-environmental behavior, including environmental attitudes, social norms, energy conservation, the theory of planned behavior, environmental education, sustainable behavior, the norm activation model, household energy use, and value orientations.

Number of works: 73865  |  Total number of citations: 1255644

Topic detailsв OpenAlex

Climate Change Communication and Perception

This cluster of papers explores the perceptions, communication, and societal responses to climate change, including public attitudes, risk perception, media coverage, policy preferences, psychological impacts, and cultural cognition. It delves into the role of affect, imagery, values, and science literacy in shaping public views on global warming and climate change. The cluster also addresses the politicization of climate change, barriers to engagement, and the impact of personal experience on risk perception.

Number of works: 71616  |  Total number of citations: 768464

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2017220607

Published

For citation: Lidskaya, E.V., Mdivani, M.O. (2017). Environmental Awareness of Children Aged 6—10 Years from the Standpoint of Dialectical Thinking. Psychological Science and Education, 22(6), 77–86. (In Russ.). https://doi.org/10.17759/pse.2017220607

© Lidskaya E.V., Mdivani M.O., 2017

License: CC BY-NC 4.0

References

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Information About the Authors

Eleonora V. Lidskaya, Junior researcher, Laboratory of ecopsychology of development and psychodidactics, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0239-1960, e-mail: elidskaya@gmail.com

Marina O. Mdivani, Candidate of Science (Psychology), Leading Research Associate, Laboratory of developmental ecopsychology and psychodydactics, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-1573-0359, e-mail: mdivanim@gmail.com

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