Young children contribute to nature stewardship.

Research on young children in environmental education (EE) has focused on unstructured play in, or experiencing, nature. Little attention has been paid to young children's stewardship efforts, or to the relation of such efforts to young children's learning and capacity to contribute to their communities and local nature. This perspectives paper draws on the first author's experience guiding pre-k and kindergarten children (4-6 years old) in outdoor educational projects in Santo Domingo (SD), Dominican Republic, in which the children produced a park guide and a short film. In addition to becoming resources for the local community, these products are an example of children's civic contributions. In "return on investment" language, guiding young children in outdoor experiences and reflecting on the experience represent the investment and the park guide and other products, and importantly, children's recognition of their ability to make contributions to their community, represent the return on investment. Based on our observations that young children can make significant contributions to their communities when given the opportunity, this perspectives paper argues for a research agenda and investment in opportunities for young children to contribute to their socio-ecological communities. To support our perspective, we first review and critique the prevailing and emerging paradigms of early childhood EE, following which we briefly describe the Santo Domingo (SD) project, and close by integrating past work with the first author's experience to argue for the importance of including young children in stewardship efforts.

Adaptive Capacity in Community Forest Management: A Systematic Review of Studies in East Asia.

This study investigated the indicators of adaptive capacity along with disturbances in community forest management systems in the East Asian countries, China, Japan and South Korea. Although these countries have centuries-old traditions of community-based forest management, they have been less researched in light of adaptive capacity for resilient social-ecological systems. Recent social and ecological disturbances bring about new challenges and/or opportunities to the capacity of forest related communities to adapt to rapidly changing conditions. Through a systematic review of the community forestry and related adaptive capacity literature in three East Asian countries, this study addressed the role of diverse knowledge systems, such as traditional and Western scientific knowledge, and civic traditions of self-organization in local communities that characterized adaptive capacity of this region. This study extends our understanding of community-based conservation efforts and traditions of this region, and adds to the understandings gleaned from studies of community forestry in the West and sacred forests in other parts of Asia and Africa. Further research on ways to increase adaptive capacity is needed in a site-specific context.

Cultivating Positive Youth Development, Critical Consciousness, and Authentic Care in Urban Environmental Education.

This paper addresses the issue of how to provide affordances for youth development in the context of environmental stewardship in cities. Urban environmental education encompasses place-based and action-oriented stewardship practices, including community gardening and vegetable production, often with the dual goals of developing youth and community assets. Yet in-depth understanding of how these goals are achieved is lacking. Using narrative inquiry, we explored participant experiences in a multi-year agriculture internship program conducted by the food justice organization East New York Farms! (ENYF) in Brooklyn, NY. Emerging from our conversations with youth were five themes defining their intern experience: ENYF as somewhere to belong, to be pushed, to grapple with complexity, to practice leadership, and to become yourself. We propose a theory of change that emphasizes politicized notions of caring as a foundation for cultivating developmental assets, including competence, contribution, and critical consciousness, among youth who participate in ENYF programs multiple years. This paper extends the literature on socio-environmental affordances to encompass urban environmental education programs, which incorporate physical and social features that act as affordances. Further, this paper describes a feedback loop in which youth afforded opportunities to develop assets through contributing to their community in turn create affordances for additional youth and adults.