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Since school children are involved, most of the activities of National Green Corps children are linked to the culture and cultural aspects of conservation of natural resources and environment. There are Master Trainers trained by the State Nodal Agencies with the help of the State Resource Agencies who train the Teachers-In-Charge of the NGC ...
On the eve of World Environment Day, the closing ceremony was organized at BNHS's Conservation Education Centre, wherein the book Green Guide for Teachers was launched by the hands of Smt. Usha Thorat, vice-president, BNHS. The bilingual book was funded by MMR Environment Improvement Society (MMREIS) and Sir Dorabaji Tata Trust. [10]
The adventure playground at the Parish School was started in 2008 with a sand-pile and two cement culverts. [5] The three-acre play-area now contains a zip-line, shade structures, and an expanse of grassy floodplain, with natural features (dirt, grass, sticks), wildlife, and various scavenged construction materials, other recyclables, lumber, pipes, fabric and rope.
Environmental education is not restricted to in-class lesson plans. Children can learn about the environment in many ways. Experiential lessons in the school yard, field trips to national parks, after-school green clubs, and school-wide sustainability projects help make the environment an easily accessible topic.
It is the common understanding of natural environment that underlies environmentalism — a broad political, social and philosophical movement that advocates various actions and policies in the interest of protecting what nature remains in the natural environment, or restoring or expanding the role of nature in this environment.
DAP also holds that children have a natural disposition towards learning; hence, they are capable of constructing their own knowledge through exploration and interaction with others, learning materials, and their environment. [4] For these reasons, early childhood programs look and function differently. [3]