Hayward, BronwynCollins, RebeccaNissen, Sylvia2019-09-282019-09-282017-03-06Hayward, B., Collins, R., & Nissen, S. (2017). Children and environment. In D. Richardson, N. Castree, M. F. Goodchild, A. Kobayashi, W. Liu & R A. Marston (Eds.), International encyclopedia of geography: People, the earth, environment and technology. Wiley-Blackwell.978047065963210.1002/9781118786352.wbieg0371http://hdl.handle.net/10034/622645This encyclopedia entry is not available on ChesterRepInterdisciplinary studies of children and the environment have progressed rapidly in recent years, offering new understanding of the experiences of approximately half of the planet's 7 billion people who are now aged 25 years or younger. Children first emerged as a distinct subject of study in contemporary human geography in the 1950s in relation to research into human spatial awareness and map-making. By the 1990s, children and the environment had taken an interdisciplinary turn, reflecting the growing interest in children's everyday environmental experiences across a number of social science disciplines from feminist studies and sociology to education, psychology, economics, anthropology, and politics. These studies moved from research initially largely concerned with the structural circumstances of childhood to the meaning of social and physical spaces for children and children's rights to space and place in a changing world.Other2019-09-28