People, Places, and Environment

Objective:

At the end of the 45 minute-period, the students will be able to:

a. describe the relationship between people and the environment.

Introduction

The study of people, places, and environments enables us to understand the

relationship between human populations and the physical world. Students
learn where people and places are located and why they are there. They
examine the influence of physical systems, such as climate, weather and
seasons, and natural resources, such as land and water, on human
populations. They study the causes, patterns and effects of human settlement
and migration, learn of the roles of different kinds of population centers in a
society, and investigate the impact of human activities on the environment.
This enables them to acquire a useful basis of knowledge for informed
decision-making on issues arising from human-environmental relationships.

When we think of geography, we tend to imagine maps, globes, and atlases.

While these tools are relevant to learning about place, the study of
geography involves so much more. For children, geography involves
developing a sense of place by learning about the natural environment and
understanding their relationship to it. It goes without saying that children are
most in touch with the places where they live.

According to research on social studies in early childhood, geographic

experiences support children’s social and emotional development by
allowing them to foster relationships, use their senses, and make memories.
When children are given opportunities to explore a place over time, they
begin to understand how places can change and the affect humans have
on them. In early childhood education, the introduction to geography
typically focuses on building a foundation of understanding about people,
places, and the environment. This is often part of the broader social studies
curriculum, which aims to help young children develop a sense of the world
around them and their place within it.
Activity

The teacher will read a short story.

Walking downtown is four-year-old Abby’s favorite thing to do with her dad.

Today is the first day that Abby hasn’t had to wear a coat on their walk. They
walk under shady trees and stop to notice all the white flowers blooming
outside the library where Abbey and her grandma go for story hour with
Abby’s friends. The smell of lilies of the valley permeates the air. As they get
closer to downtown, Dad picks Abby up while they cross the broken sidewalk
near the post office so she does not get hurt on the rough terrain. It can be
difficult for her to navigate uneven ground with her walker.

Approaching the town’s music stage, Abby tugs on her dad’s sleeve; she
wants to hear the musicians playing their shiny instruments. Abby points out
the sign that says STOP on the busy street corner by Poppy’s Bakery. The nice
women who work there always talk to Abby and let her pick out a cookie
while her dad buys warm, delicious-smelling bread for Sunday dinner. Abby
loves going to ―her downtown,‖ where she knows she is part of the
community of friends, neighbors, and merchants she meets along the way.

Analysis

In a ½ sheet of paper answer the question.

1. How do the people and places in Abby's downtown community

contribute to her sense of belonging and happiness during her walk
with her dad?

Abstraction

In the early grades, young learners draw upon immediate personal

experiences in their neighborhoods, towns and cities, and states, as well as
peoples and places distant and unfamiliar, to explore geographic concepts
and skills. They learn to use maps, globes, and other geographic tools. They
also express interest in and concern for the use and misuse of the physical
environment. During the middle grades, students explore people, places, and
environments in this country and in different regions of the world. They learn
to evaluate issues such as population growth and its impact, ―push and pull‖
factors related to migration, and the causes and implications of national and
global environmental change. Students in high school are able to apply an
understanding of geospatial technologies and other geographic tools and
systems to a broad range of themes and topics. As they analyze complex
processes of change in the relationship between people, places, and
environments, and the resulting issues and challenges, they develop their skills
at evaluating and recommending public policies.

Although they may not realize it, Abby and her dad are studying geography
on their walk downtown. Understanding geography is important for all
people. Many times geography is taught within social studies instruction
because it plays a crucial role in developing children’s awareness of
relationships between people and the environment. Abby is learning about
the people and places in her community and how she fits in. The sidewalk by
the post office has not always been broken and the flowers have just started
to grow—these changes help Abby learn that some places transform over
time. Abby remembers certain places based, in part, on the sensory
experiences she has had there before. She remembers the library where she
attends story hour with her grandma, the stage where she listens to music,
and Poppy’s Bakery where she smells warm bread. While Abby has been to
other libraries, stages, and bakeries, they do not hold the same meaning for
Abby as the ones in her downtown.

Abby’s feelings and memories about her downtown are related to her sense
of place—an essential part of cognitive, social, and emotional development.
A sense of place comes from a feeling of connectedness, be it physical,
emotional, or spiritual, to a specific geographic area (Relph 1976).
Developing a sense of place through geographic experiences helps build the
social and emotional foundation children need and will one day use as
adults.

Learner Expectations

The study of people, places, and human-environment interactions leads

learners to create their spatial views and geographic perspectives of the
world. Today’s social, cultural, economic, and civic demands on individuals
require that learners understand the world in spatial terms and possess
knowledge of places and regions, physical systems, and the interactions of
environment and society. In addition, learners need the ability to map
information in a spatial context and to interpret such maps. The study of
people, places, and environments will also help to promote learners’
capabilities to make informed and critical decisions about the relationships
between human beings and their environment.

Teacher Expectations

Teachers of social studies at all school levels should provide developmentally

appropriate experiences as they guide learners in the study of people,
places, and environments.

School Applications In focusing on the theme People, Places, and

Environments, teachers at various school levels should build upon learners’
knowledge, experience, and developmental capabilities.

 Teachers of the early grades can use learners’ immediate personal

experiences to have them reflect upon elements in their environment
and how we use and think about the physical and built environment.
They can also stimulate learners’ interest in things distant and unfamiliar
and help lay the foundation for concern about the use and abuse of
the physical environment.
 Teachers of the middle grades can help learners relate their personal
experiences to happenings in other environmental contexts. They can
provide learning experiences which encourage increasingly abstract
thought as learners use data and apply skills in analyzing human
behavior in relation to its physical and cultural environments.
 High school teachers can guide learners in the application of
geographic understandings across a broad range of fields in the
sciences, and humanities. They can facilitate understanding of diverse
cultures, both historical and contemporary, and help learners to use
geographic concepts to comprehend global connections. They can
also help learners recognize the importance of core geographic
concepts for the analysis of public policy issues and help learners to
address reflectively issues of domestic and international significance.

A sense of place = A sense of belonging

A developing sense of place is linked to a sense of belonging. A sense of

belonging contributes to children’s overall social and emotional
development and is an essential aspect of school readiness (Epstein 2009).

Keep in mind that space is different from place. While space is location,
place is used by humanistic geographers to describe our attachment to
specific locations (Cresswell 2013). To put that succinctly, our address marks
the location of our house, but place describes where we feel at home
(Vergeront 2013). In ―Pedagogy of Ecology, ―Ann Pelo describes a recent visit
home: ―In Utah I remembered, with a child’s open-hearted joy, how it feels to
give [yourself] over to a place, to be swept into an intimate embrace with
the earth. In Utah, I understood that place is part of our identity—that place
shapes our identity‖ (2009, 30).

“Through interactions with the environment and each other, children develop
geo-literacy skills, become empowered, and see themselves as capable
social beings.”

Many adults fondly recall places in their childhoods. They remember a

favorite tree they climbed, the creek where they looked for frogs, the smells
and sounds of playing on the streets after dark, or the backyard clubhouses
where they imagined and pretended with friends. Adults remember
neighborhood stores and other places they visited over and over, where they
met familiar friendly people. These relationships foster a deep connection
and sense of commitment to people and places.

Human geography as a vital early childhood subject

Many children today do not have the same experiences of playing and
roaming freely through the neighborhood, as children did in generations
past. Children’s interactions with places are becoming impersonal—shopping
at chain stores in malls and interacting with technology instead of their
environment. Yet children still need to develop the necessary skills to become
informed and active decision makers who are connected to the world
around them.

Planning Accessible Activities

An accessible curriculum allows all children to interact with the environment

and develop a sense of place. Truly accessible curricula promote active
participation of all children, regardless of ability or language. From the
beginning of the school year it is essential that early educators intentionally
create and plan open-ended investigations that are universally designed to
meet the physical and language needs of all children in the classroom. This
thoughtful planning and design of classrooms and activities allow children to
explore and connect to their physical world to better understand and make
meaning of their environment.
Many geography-related investigations and curriculum ideas for young
children begin with children’s relationships with people and places.

For young children, physical environment can play a role in development

and attachment. Accessible environments reflect the idea that all children
are valued and their differing abilities or modes of learning are understood
and respected. Teachers can begin planning for all children by making sure
they prepare the classroom environment.

Classroom environments are integral to a child’s development of a sense of

place. When teachers understand how the geography of the classroom and
the arrangement of the classroom furnishings help to either support or hinder
their instructional objectives, they are acting as what Schneekloth and
Shibley (1995) termed classroom ―place-makers.‖ Teachers’ purposeful use of
environmental design helps children understand the space and the place
they share with peers and adults (Schneekloth & Shibley 1995).

Influential research by Kritchevsky, Prescott, and Walling (1969) looks at the

organization of the physical environment. They observe that poor
arrangement and organization of furniture and materials, such as pathways
that interfere with the play of other children or materials that are not
arranged in a logical and accessible manner, cause children to be more
dependent on the teacher for guidance and instruction. As a result, teachers
spend a significant amount of time directing and addressing the needs of the
whole group, which inevitably leaves less time to assist individual children.

Designing accessible, inclusive classrooms

Room arrangement is a key element in many research based curriculum

models (Sussna Klein, 2002). While teachers can organize the room to
encourage children to be independent and have access to play materials,
room arrangement can also foster a sense of place. Teachers can implement
the following ideas:

 Involve children in making decisions when developing or rearranging

the classroom centers; let them have a voice about the location of
materials to strengthen their feeling of belonging. The idea that the
space and materials belong to them—and being actively encouraged
to use them—fosters an emotional attachment to the space.

 Have children make classroom signs that tell others where things are
located and how everyone shares materials. The environment
 communicates important messages; materials that are not accessible
suggests they are ―off-limits‖ so children become more dependent and
reactive to the teacher instead of more independent and
collaborative with peers.

 Help children remember activities shared with peers and teachers by

pulling together classroom photos to make books of the children
joyfully playing in the classroom spaces. Recalling and reflecting on
previous project-based activities in which the children explored and
interacted with peers and the environment helps them develop a
deeper connection to the space and the people.

 Include photos of families (e.g., as props in the dramatic play/house

area or in homemade books about the children and their families at
home) to bridge the home– school community, and depict many kinds
of family structures. Displaying these pictures demonstrates that each
child’s family is accepted.

 Create a sense of safety and security. Design personal, intimate

spaces, including nooks and crannies indoors and outdoors, to help
children understand spatial relationships. Large boxes, pop-up tents,
and small benches that fit one or two children help them attain some
independence and autonomy within their environment.

Exploring the neighborhood

Being part of the outside community, whether in a city center or country

landscape, brings new and different sounds, smells, and fine and gross motor
experiences to a developing sense of place. Teachers can expose students
to these experiences in several ways:

 Take the children outside. Allow them time to explore everything

outdoors—mud puddles, trees, sticks, rocks, statues, parks, playgrounds,
parking lots, and more.
 Plan field trips in children’s neighborhoods, places such as local stores
and bodegas, parks and city centers. Explore issues of accessibility with
the children. For example, have them discover if they can easily enter
stores or use equipment independently, and allow them to problem
solve. Point out the uses of multiple languages on signs or in written
materials, if available.
 Help children pay attention to their environment in new ways, for
example, by going on a listening walk or a smelling walk. Take a digital
 camera or audio recorder with you to document children’s
observations through pictures, videos, and sound recordings.
 Invite the outside world inside by sharing experiences with families and
asking them to do the same. You might ask families to bring in
examples of what they do for work or play, or even Skype with family
members from different parts of the country or world as a way to
partner around children’s learning.

Project-based investigations

Teachers can nurture children’s sense of place by planning project-based

investigations of their local environment. Teachers might begin the
investigation by inviting children to share what they want to learn about the
world around them. What are their interests? What do they wonder about?
Below are items teachers can consider:

 What do the children want to know? What places would they like to
explore? Agree on a topic, and brainstorm with the children to create
an idea web related to the study. Are children talking about their
adventures at the local park, or has the talk at lunch turned to eating
healthy foods?
 Which places in the community are familiar to the children? What other
facets of those places can the children explore to develop deeper
knowledge about specific areas of their community? Many children
know some things about their favorite places, bakery, for example, but
most are unaware of what happens behind the scenes, where
everything is made. Exploring how the bakery produces their favorite
treats adds depth to children’s learning and makes their relationship
with the place stronger. In-depth exploration helps children think
deeply about the environment and develop more personal
connections. The longer length of a project also benefits students with
disabilities and dual language learners who may need additional time
to process the information.
 Who and what are the available local resources (e.g., experts,
materials) and what questions might children ask of or about them?
Perhaps there is a wonderful bronze statue in the middle of a nearby
park where children play or a spot in the school courtyard for a
classroom garden. Teachers can invite an artist to talk about the statue
or invite a master gardener to help children plan a garden.
It is important for early childhood educators to understand that early
geography experiences, such as actively exploring spaces and manipulating
objects in the environment, help children develop cognitive skills and begin
to understand the world around them. These experiences are the foundation
for understanding our sense of place. Thus, our sense of place relies on both
the experiences we have had and the thoroughness of our education.

When teachers plan curricula and activities with a genuine commitment to

engendering a sense of place, all children have multiple opportunities to
interact with peers and the environment, to form deep psychological and
physical attachments to people and spaces. Teachers have a responsibility
to facilitate human geographic learning so that children are prepared to
function independently in society and to contribute as informed citizens of
local, state, national, and global communities in a global age (NCSS, 2010).
Example:

Activity name: Map-making of the Places in the Community

Objectives:

a. construct and use mental maps of locals, regions, and the world that
demonstrate understanding of relative location, direction, size, and
shape;
b. interpret, use, and distinguish various representations of the earth,
such as maps, globes, and photographs;

g. describe how people create places that reflect ideas, personality,

culture, and wants and needs as they design homes, playgrounds,
classrooms, and the like;

h. examine the interaction of human beings and their physical

environment, the use of land, building of cities, and ecosystem changes in
selected locals and regions.

Time frame: Over the course of several months

Organizations: Small groups

Materials: Large sheets of paper, pencil, and crayons

Setting: School

Procedures:

1. After the teacher’s discussion the students will be divided into small
groups.
2. The teacher will provide each group with a large sheet of paper and
drawing materials.
3. The teacher will instruct the students to draw a map of their
community, including streets, buildings, parks, and other important
features.
4. As the children work on their maps, the teacher should circulate
among the groups, offering guidance and asking questions.
5. Each group will present their final community maps to the class.
Application

Students will be divided into 5 groups.

Activity: "Community Drawing"

Directions: Draw the school community and explain why those places or
elements are important to the community.

Summary

Early geography education focuses on helping young children develop a

strong sense of place, connecting them to people, places, and their
environment. This goes beyond traditional geography concepts and involves
sensory experiences and personal connections to locations. By exploring their
neighborhood, engaging with local resources, and participating in
community activities, children build a meaningful sense of belonging within
their environment, contributing to their overall social and emotional
development. Early geography education prepares them to be active and
informed citizens in their communities and beyond.
References:

National Council for the Social Studies.(n.d). National Curriculum Standards

for Social Studies: Chapter 2—The Themes of Social Studies. Retrieved from.
https://www.socialstudies.org/national-curriculum-standards-social-studies-
chapter-2-themes-social-studies

National Council for the Social Studies.(2002). National Standards for Social
Studies Teachers. Retrieved from.
https://www.socialstudies.org/sites/default/files/NCSSTeacherStandardsVol1-
rev2004.pdf

Reagin, J.(n.d). Standards Theme 3: People, Places, and Environments.

Retrieved from.
https://bumiddlesecondaryportfolio.wordpress.com/content/standards-
theme-3-people-places-and-environments/

Narey, T.(2020). CHILDREN AND PLACE: AN INTRO TO GEOGRAPHY. Retrieved

from. https://funshineblog.com/2020/02/27/children-and-place-an-intro-to-
geography/

Brillante, P., & Mankiw, S.(2015). A Sense of Place: Human Geography in the
Early Childhood Classroom. Retrieved from.
https://www.naeyc.org/resources/pubs/yc/jul2015/sense-of-place-human-
geography?fbclid=IwAR01vN1qvjF6iE6HHQ_yawg9oWZWWgoaXAVu3De_Lrkc
OEJjeUL-nIfwmQ4

National Council for the Social Studies.(1994).Curriculum standards for social

studies. file:///C:/Users/Client/Documents/ECE11/ED378131.pdf

Arcelyn M. Argana- ECE3B