What can drawings tell us about children’s perceptions of nature?

Abstract

The growing disconnect between children and nature has led to concerns around the loss of ecological knowledge and reduced nature connection. Understanding children’s perceptions of nature is vital for engaging them with local wildlife and mitigating this growing disconnect. This study investigated children’s perceptions of nature by analysing 401 drawings made by children (aged 7–11) of their local green spaces, collected from 12 different English schools, including state-funded and privately funded. We assessed which animal and plant groups were drawn the most and least often, quantified each drawing’s species richness and community composition, and identified all terms used in the drawings to the highest taxonomic resolution possible. The most commonly drawn groups were mammals (80.5% of drawings) and birds (68.6% of drawings), while herpetofauna were the least commonly drawn (15.7% of drawings). Despite not explicitly being asked about plants, 91.3% of drawings contained a plant. Taxonomic resolution was highest for mammals and birds, with 90% of domestic mammals and 69.6% of garden birds identifiable to species, compared to 18.5% of insects and 14.3% of herpetofauna. No invertebrates other than insects were identifiable to species. Within plants, trees and crops were the most identifiable to species, at 52.6% and 25% of terms respectively. Drawings from state-school children had higher plant richness than those from private-school children. Animal community composition differed between school funding types, with more types of garden birds drawn by private-school than state-school children, and more types of invertebrates drawn by state-school than private-school children. Our findings indicate that children’s perceptions of local wildlife are focused on mammals and birds. While plants feature prominently, plant knowledge is less specific than animal knowledge. We suggest that this skew in children’s ecological awareness be addressed through better integration of ecology within national curricula and more funding for green space within schools.