Building a landscape educational program for the needs of Greek preschool and primary-school children: a methodological approach

Abstract

Greece is generally considered to be one of the least landscape-conscious among European countries, in need of further and more concerted landscape education, starting with the most malleable younger ages. Addressing this need, the objective of this paper is to propose a comprehensive and interdisciplinary landscape education program for Kindergarten, first and sixth grade Greek primary school children. Building on existing theoretical and empirical knowledge and best practices from around the world, the paper presents the development of a methodological framework, responding to the particularities of our case study, while also being adaptable to different geographical-historical-cultural circumstances.
Based on primary data concerning the children' s landscape perceptions, experiences, feelings and behaviors, collected through pupil and teacher questionnaires and pupil drawings, the proposed educational program engages the children in experiential and interactional educational activities, encompassing all cognitive-emotional-behavioral aspects of their relationship with the landscape, while promoting and highlighting the values of teamwork and cooperation