Josephine Hermanto

A storytelling experience to engage children with environment sustainability

Abstract

This research investigates nature bonding as a strategy to foster pro-environmental behaviours in children; it ventures to design a storytelling experience for children aged five to eight in Victoria, Australia, to engage them with environmental sustainability. The main research question that leads this project is: How can communication design support environmental education and learning for sustainability?

Education, particularly from early childhood, plays a critical role in advancing communication within society to be informed and conscientious of how our attitudes and values influence the planet (Haas & Ashman 2014; Recher 2015; Taylor 2013). It is fundamental for educators (and designers) to facilitate a meaningful and respectful relationship with the environment to ensure that our descendants understand the connection between themselves and the ecosystems, as well as their accountabilities to other life forms.

The toolkit designed in this research aims to support the children’s learning in an immersive adventure and inspire them to nurture pro-environmental behaviours. It includes a teacher’s guidelines and a bespoke picture book, called ‘Little Lost Luaner’

In my first phase, the aim is to focus on designing the experience and activities. In order to answer the research question, I revisited my past literature and I looked for precedents and case studies that utilises excursion and story-based approach. This research includes me looking into Victorian curriculum and framework, as my project is set up locally. It was a phase where I rediscovered the meaning in my work. I didn't think my personal social values could influence the whole project, and how crucial multi-cultural values are to pave the way and invite other forms of knowledge in.

The second phase of this research project includes testing my riskiest assumptions of the experience proposed using a Minimum Viable Product (or MVP). I set up an interview session with two early childhood educators and asked for their professional opinions on the journey map and the storyboard. In this period of time I learnt that by being open it leads me to rethink about the other existing relationships we have other than just human to human interaction, that leads to the last layer that talks about how I develop empathy in myself and for the audience.

In this final phase, the process moves forward to the completion stage. Phase 3 is a further development of the children’s picture book and the written guidelines for the teachers in order to prosecute the 5 steps storytelling excursion program which I have designed. The primary challenge I encountered was finding ways to provide open or flexible options for the teachers. What I reflected on from these experiences is the importance of flexibility in the system and how simplifying the probes is important to ensure communication. Another thing I realised was despite having longer conversations, this obstacle has become an opportunity for having a dialogue with the participants who are non-designers. I was able to explain to them the value of our practice in the industry. We were exchanging voices and knowledge. Design is an act that starts and is shaped by empathy. By listening and putting my shoes in their position, I was able to create these resources.