Drawing on comparative work in primary schools in East Anglia (United Kingdom), Oaxaca (Mexico), and the North Slope of Alaska (United States), we explore what children mean when they say places are “special” to them. Focusing on information gathered during walks designed and guided by these children, we examine the experiential, affective, communicative, and dynamic bases of relationality between children and their surroundings. We set out how effective curriculum design can productively incorporate such knowledge.

中文翻译：

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什么动画地方为儿童？比较分析

通过在东安格利亚（英国）、瓦哈卡（墨西哥）和阿拉斯加北坡（美国）的小学进行的比较工作，我们探讨了当孩子们说地方对他们来说“特别”时的含义。我们专注于在这些孩子设计和指导的步行过程中收集的信息，检查孩子与周围环境之间关系的体验、情感、交流和动态基础。我们阐述了有效的课程设计如何有效地整合这些知识。