{"id":803,"date":"2020-07-30T10:03:48","date_gmt":"2020-07-30T09:03:48","guid":{"rendered":"https:\/\/tceltintr679475724.wordpress.com\/?p=803"},"modified":"2020-07-30T10:03:48","modified_gmt":"2020-07-30T09:03:48","slug":"blog-19-covid-19-and-nature-connectedness-staying-wild-inside-and-out-comic","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/tcelt\/2020\/07\/30\/blog-19-covid-19-and-nature-connectedness-staying-wild-inside-and-out-comic\/","title":{"rendered":"Blog 19. COVID-19 and nature connectedness: Staying wild, inside and out (comic)"},"content":{"rendered":"\n

By Alexia Barrable<\/a><\/p>\n\n\n\n

The COVID-19 pandemic and the necessary response from it triggered multiple transitions<\/a> for all. One of the constants during this period was the natural world, and more than 60% of adults<\/a> turned to the natural world for support at this time. A host of previous research has found that contact with nature in its many forms, as well as connection to it, the positive relationship we have with the non-human natural world, are beneficial for our wellbeing. Nurturing young children\u2019s connection<\/a> to nature is paramount, especially at times of turmoil. Research suggests many ways to do that, including through sustained contact, play, mindful attention and empathy towards plants and non-human animals. <\/a>Moreover, using technology, such as mobile cameras, can also enhance our connection to the natural world. <\/a>
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This short comic shows these and other ways families can use to can continue to build a positive and lasting relationship with nature, even during lockdown.\u00a0<\/p>\n\n\n\n

This comic is available for free download and you can print it for educational purposes.<\/strong><\/h4>\n\n\n\n


Download the comic here<\/a><\/h4>\n\n\n\n

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We would be grateful if you could kindly complete a brief questionnaire about this comic. It will take you no more than 5 minutes.<\/h4>\n\n\n\n


You can access the questionnaire here<\/a><\/h4>\n\n\n\n


Dr Alexia Barrable is a lecturer at the School of Education and Social Work. Her research focuses on nature connection for wellbeing and ecological behaviours. Her husband, who is a teacher and Head of Outdoor Learning at a school in Scotland, and their two sons, Joe and Ollie, who have been growing up wild<\/a> right from the start, have contributed to the story in this comic. Script was written by Professor Divya Jindal-Snape<\/a> and Professor Chris Murray<\/a>. The artwork is by Ashling Larkin<\/a><\/em>.<\/h4>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

By Alexia Barrable The COVID-19 pandemic and the necessary response from it triggered multiple transitions for all. One of the constants during this period was the natural world, and more than 60% of adults turned to the natural world for support at this time. A host of previous research has found that contact with nature in its many forms, […]<\/p>\n","protected":false},"author":1,"featured_media":809,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,14,19,28,48,62,70,76,77,102,112,127,135],"tags":[],"class_list":["post-803","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autonomy","category-child","category-confidence","category-early-years","category-home-learning","category-life-transitions","category-multiple-and-multi-dimensional-transitions-theory","category-nature-connectedness","category-nature-connection","category-relatedness","category-self-determination-theory","category-transitions","category-wellbeing"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts\/803","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/comments?post=803"}],"version-history":[{"count":0,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts\/803\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/media?parent=803"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/categories?post=803"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/tags?post=803"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}