Child-Friendly School Environment to Ensure Children’s Welfare in the Future

luthfiana ambarsari

Abstract


School as the educational place for children should be able to create an environment that could facilitate students to grow their cognitive and emotional development in the best manner. However, the era of globalization made children easily being influenced to perform a negative behavior that could cause harm to other children. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous.  Based on research result it could be concluded that child-friendly school environment includes an environment that could ensure health for children, an environment that guarantees safety for children, and protective environment which could certify children feel protected from negative behavior.

Keywords


Child-friendly school environment; Children’s welfare; Sustainable development

References


] UNICEF. Manual child-friendly school. USA: UNICEF Division of Communication, 2009.

] Cars M, West EE. Education for sustainable society: attainments and good practices in Sweden during the United Nations Decade for Education for Sustainable Development (UNDESD). Environ Dev Sustain. vol.17 (1), 2004.

] Summers M, Kruger C. Teaching sustainable development in primary schools: theory into practice. Curric J Summer [Internet]. vol. 14(2), pp. 157–80, 2003.

] Nomura K. A perspective on education for sustainable development: Historical development of environmental education in Indonesia. Int J Educ Dev. vol. 29(6), pp. 621–7, 2009.

] Skovdal M, Campbell C. Beyond education: What role can schools play in the support and protection of children in extreme settings? Int J Educ Dev. vol. 41, pp. 175–83, 2015.

] Godfrey EB, Osher D, Williams LD, Wolf S, Berg JK, Torrente C, et al. Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF’s Child Friendly Schools Initiative. Child Youth Serv Rev [Internet]. vol. 34(3), pp. 546–57, 2012.

] Chawla L. “Insight, creativity and thoughts on the environment”: integrating children and youth into human settlement development. Environ Urban [Internet]. vol. 14(2), pp. 11–22, 2002.

] Monteiro AR. The right of the child to education: What right to what education? Procedia - Soc Behav Sci [Internet]. vol. 9, pp. 1988–92, 2010.

] Dlouhá J, Pospíšilová M. Education for Sustainable Development Goals in public debate: The importance of participatory research in reflecting and supporting the consultation process in developing a vision for Czech education. J Clean Prod [Internet]. vol. 172,pp. 4314–27, 2018.

] Pechackova Y, Havigerova JM, Jezkova L, Kucerova M. Pilot Study: Parents in Relation to Primary School - The Needs and Attitudes. Procedia - Soc Behav Sci [Internet]. vol. 69(Iceepsy), pp. 1983–92, 2012.

] Chang YJ, Finkbeiner M. Evaluating Sustainable Development from a Child’s Perspective - A Proposal of Sustainable Child Development Index (SCDI). Procedia CIRP [Internet]. vol. 40, pp. 475–80, 2016.

] Radchenko A. On the Social Environment of Child Development. Procedia - Soc Behav Sci [Internet]. vol. 146, pp. 283–9, 2014.

] Dubowitz H. The Safe Environment for Every Kid Model: Promotion of Children’s Health, Development, and Safety, and Prevention of Child Neglect. Pediatr Ann [Internet]. vol. 43 (11), pp. 271–7, 2014.

] Jiménez-Barbero JA, Ruiz-Hernández JA, Llor-Zaragoza L, Pérez-García M, Llor-Esteban B. Effectiveness of anti-bullying school programs: A meta-analysis. Child Youth Serv Rev [Internet]. vol. 61, pp.165–75, 2016.

] Lester L, Pearce N, Waters S, Barnes A, Beatty S, Cross D. Family Involvement in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and Influence with Children. J Child Fam Stud [Internet]. vol. 26(10), pp. 2716–27, 2017.

] WHO. Initiating an Alliance for Action. pp. 1-30, 2002.

] Urker O, Yildiz M, Cobanoglu N. The Role of Bioethics on Sustainability of Environmental Education. Procedia - Soc Behav Sci [Internet]. vol. 47, pp. 1194–8, 2012.

] Rickinson M. Learners and Learning in Environmental Education: a critical review of the evidence. Environmental Education. vol. 7, pp. 207-317, 2001.

] Alp E, Ertepinar H, Tekkaya C, Yilmaz A. A survey on Turkish elementary school students’ environmental friendly behaviours and associated variables. Environ Educ Res [Internet]. vol. 14(2), pp. 129–43, 2008.

] Bresee S, Caruso BA, Sales J, Lupele J, Freeman MC. “A child is also a teacher”: Exploring the potential for children as change agents in the context of a school-based WASH intervention in rural Eastern Zambia. Health Educ Res. vol. 31(4), pp. 521–34, 2016.

] Liefländer AK, Bogner FX, Kibbe A, Kaiser FG. Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness. Int J Sci Educ. vol. 37(4), pp. 684–702, 2015.

] Hermino A. Child-Friendly School in Educational Settings for Elementary School in the Papua Island of Indonesia. vol. 17(1), 2017.

] Nordström M. Children’s views on child-friendly environments in different geographical, cultural and social neighbourhoods. Urban Stud. vol. 47(3), pp. 514–28, 2010.

] Shamsuddin S, Zaini K, Sulaiman AB. Effectiveness of Gated Communities in Providing Safe Environments for Children’s Outdoor Use. Procedia - Soc Behav Sci [Internet]. vol. 140, pp. 77–85, 2014.

] Chang ZA, Hyder K, Gopang ZH, Urdu F. EVALUATE THE ROLE OF SCHOOL PROVIDE FRIENDLY EDUCATIONAL. vol. 7(1), pp. 47–54, 2018.

] Erawan P. Healthy Schools Promotion: An Experience in Thailand. Procedia - Soc Behav Sci [Internet]. vol. 186 pp. 513–21, 2015.

] Oliver C, Charles G. Enacting Firm, Fair and Friendly Practice: A Model for Strengths-Based Child Protection Relationships? Br J Soc Work. vol. 46(4), pp. 1009–26, 2016.

] Horelli L. Environmental human-friendliness as a contextual determinant for quality of life. Rev Eur Psychol Appl. vol. 56(1), pp. 15–22, 2006.

] Hopwood N. Environmental education: pupils’ perspectives on classroom experience. Environ Educ Res [Internet]. vol. 13(4), pp. 453–65, 2007.

] Gilavand A, Espidkar F, Gilavand M. Investigating the impact of schools’ open space on learning and educational achievement of elementary students. Int J Pediatr. vol. 4(4), pp. 1663–70, 2016.

] Aguilar P, Retamal G. Protective environments and quality education in humanitarian contexts. Int J Educ Dev [Internet]. vol. 29(1), pp. 3–16, 2009.

] Tascı BG. “Sustainability” Education by Sustainable School Design. Procedia - Soc Behav Sci [Internet]. vol. 186, pp. 868–73, 2015.

] Uduku O. Designing schools for quality: An international, case study-based review. Int J Educ Dev [Internet]. vol. 44, pp. 56–64, 2015.

] Karon AJ, Cronin AA, Cronk R, Hendrawan R. Improving water, sanitation, and hygiene in schools in Indonesia: A cross-sectional assessment on sustaining infrastructural and behavioral interventions. Int J Hyg Environ Health [Internet]. vol. 220(3), pp. 539–50, 2017.

] Teixeira SR. The Environmental Education as a Path for Global Sustainability. Procedia - Soc Behav Sci [Internet]. vol. 106, pp. 2769–74, 2013.

] Ozdemir A, Yilmaz O. Assessment of outdoor school environments and physical activity in Ankara’s primary schools. J Environ Psychol. vol. 28(3), pp. 287–300, 2008.

] Malone K, Tranter PJ. Making the Most of Environmental. vol. 9(3), 2003.

] Corsi M. The child friendly cities initiative in Italy. Environ Urban. vol. 14(2), pp. 169–79, 2002.

] Malone K. Geographies of Global Issues: Change and Threat. 2016.

] Zhang T. From environment to sustainable development: China’s strategies for ESD in basic education. Int Rev Educ. vol. 56(2), pp. 329–41, 2010.

] Dowdell K, Gray T, Malone K. Nature and its Influence on Children’s Outdoor Play. Aust J Outdoor Educ. vol. 15(2), pp. 24–35, 2011.




DOI: http://dx.doi.org/10.11591/edulearn.v13i1.9523

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Universitas Ahmad Dahlan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

View EduLearn Stats