The Effect on children's experience of the forest through nurturer's awareness of natural ecology

Ecological experiences during childhood in nature build awareness, attitudes about nature. Their direct/indirect experiences contribute to the making good character including a sense of community, respect for life. and make the development of environmentally friendly attitudes, such as a sense of community and respect for life. All these processes are determined by the nurturer. They affect the entire life from childhood to adulthood. This study analyzes how nurturer's awareness of natural ecology influences children's experiences in the forest and whether there are positive cognitive changes children's daily lives. The research method used is a questionnaire. Data is collected from 146 individuals. Here are the findings from the study. First, ecological education should be taught in early childhood, according to more than 50% of respondents in the nurturer's awareness of their children’s forest experience. Second, questions about children’s experiences in the forest are influenced by the nurturer's awareness of nature, acquired through experiences while growing up. Respondents who grew up in rural areas were more likely to report positive experiences with forests and nature, while those who grew up in large cities were more likely to have a negative response. Third, 93.2% of the respondents in the research about the effect on children's experience of the forest, who have changed awareness in their daily environment through children’s experience of the forest. Fourth, in the research on the positive effect of forest experiences on learning and their lives, respondents said that forest experiences provide a holistic education that develops both intellect and emotions. a high percentage of respondents also said that forest and ecological education should be part of the curriculum through high school. however, as students progressed to higher grades, the percentage of students attending in ecology classes decreased, with the most common reason cited being a lack of study time for other studies. this means that instead of taking classes on forestry and ecology, students in higher grades prefer to focus on classes on the entrance exam. Education in forest ecology requires changes in schools, in parents and in the society. parents can change through education, and schools can change through systems and institutions. if entrance exam-oriented education affects forest activities, this can be changed with more research and active investment from society.