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The Science behind Composting: How Household Biowaste Management Practices Shape Young Children's Understanding of Organic Matter Decomposition

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Title: The Science behind Composting: How Household Biowaste Management Practices Shape Young Children's Understanding of Organic Matter Decomposition
Language: English
Authors: Valérie Marchal-Gaillard (ORCID 0000-0001-7296-5803)
Source: Environmental Education Research. 2024 30(1):37-55.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Wastes, Environmental Education, Preschool Children, Preschool Curriculum, Risk, Socialization, Science Education, Parent Attitudes, Childrens Attitudes, Concept Formation, Misconceptions, Neighborhoods, Socioeconomic Status, Urban Areas, Scientific Concepts, Foreign Countries
Geographic Terms: France
DOI: 10.1080/13504622.2022.2099531
ISSN: 1350-4622
1469-5871
Abstract: Environmental education is becoming a growing area of interest in early childhood education. In France, more time is given to environmental education activities in the preschool curriculum. Yet, there is a risk of narrowing preschool environmental education only to carry out pro-environmental behaviours, without giving pupils the opportunity to connect these practices to the scientific knowledge behind. Drawing on the concept of socialisation, the article explores how the interplay of the social and geographical backgrounds, as well as implementation by the family of biowaste management and how this influences 5-year-old children's understanding of organic matter decomposition. We used semi-structured interviews with parents and young children to determine details of parental composting execution on the one hand, and children's knowledge and misconceptions about the organic matter cycle in a composter on the other. We collected data from samples in neighbourhoods with different socioeconomic characteristics in two different French cities. Results show that young children are capable of developing an early understanding of biowaste decomposition in the context of composting. This study also shows that all the variables involved in the child's immediate environment must be analysed to understand how their ideas are constructed, and how their observations are interpreted.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407072
Database: ERIC
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  Value: <anid>AN0174795543;eed01jan.24;2024Jan17.05:33;v2.2.500</anid> <title id="AN0174795543-1">The science behind composting: How household biowaste management practices shape young children's understanding of organic matter decomposition </title> <p>Environmental education is becoming a growing area of interest in early childhood education. In France, more time is given to environmental education activities in the preschool curriculum. Yet, there is a risk of narrowing preschool environmental education only to carry out pro-environmental behaviours, without giving pupils the opportunity to connect these practices to the scientific knowledge behind. Drawing on the concept of socialisation, the article explores how the interplay of the social and geographical backgrounds, as well as implementation by the family of biowaste management and how this influences 5-year-old children's understanding of organic matter decomposition. We used semi-structured interviews with parents and young children to determine details of parental composting execution on the one hand, and children's knowledge and misconceptions about the organic matter cycle in a composter on the other. We collected data from samples in neighbourhoods with different socioeconomic characteristics in two different French cities. Results show that young children are capable of developing an early understanding of biowaste decomposition in the context of composting. This study also shows that all the variables involved in the child's immediate environment must be analysed to understand how their ideas are constructed, and how their observations are interpreted.</p> <p>Keywords: Early childhood; family; socialisation; compost; household waste management</p> <hd id="AN0174795543-2">Introduction</hd> <p>Early childhood environmental education is increasingly recognised as a significant area of content and curriculum provision. In the past, research was conducted on environmental attitudes and pro-environmental behaviours of preschool children (e.g. Musser and Diamond [<reflink idref="bib24" id="ref1">24</reflink>]; Grodziéska-Jurczak et al. [<reflink idref="bib9" id="ref2">9</reflink>]; Borg, Winberg, and Vinterek [<reflink idref="bib3" id="ref3">3</reflink>]). The children involved in the research projects were able to identify which everyday actions are the most suitable to protect the environment. However, the children involved in these studies were not asked about the connection between their actions and their positive influence on the environment. This approach might be linked to the fact that, while preschool environmental education is now largely promoted in many countries, curricula mostly emphasize the carrying out of pro-environmental behaviours, without giving children the opportunity to gain scientific knowledge and thus enabling them to understand the influence of their actions on the environment.</p> <p>However, this statement regarding the children being involved in those research studies should be nuanced since the studies of Kos et al. ([<reflink idref="bib12" id="ref4">12</reflink>]) and Ergazaki, Zogza, and Grekou ([<reflink idref="bib7" id="ref5">7</reflink>]) focused specifically on preschool children's understanding of scientific concepts supported by pro-environmental practices. In these two investigations, results showed that a majority of 5–6-year-old children did not understand the connection between their actions and their effects in the environment. Also, these studies revealed that preschool children are cognitively able to understand to the scientific concepts behind pro-environmental actions, as long as they are given the appropriate opportunities to make a direct link between their experience and its effect on the local environment. In line with Vygotsky's description of concept formation (Vygotsky [<reflink idref="bib28" id="ref6">28</reflink>]), Adbo and Vidal Carulla ([<reflink idref="bib1" id="ref7">1</reflink>]) pointed out that everyday concepts, constructed through direct interaction with the world, lay the foundation for learning scientific concepts.</p> <p>However, it should be noted that in early years, adult interaction and support are needed to bridge the gap between experience and the construction of actual knowledge (Cutter-MacKenzie and Edwards [<reflink idref="bib6" id="ref8">6</reflink>]). Family may therefore embody a powerful formation of early environmental understanding through real and everyday practice.</p> <p>How does the household act as a site of waste education?</p> <p>Focussing on the specific case of household waste management, our study investigates domestic composting practices. Consumers are encouraged to take responsibility for the waste they produce as a response to the environmental emergency. Separately collecting waste and recycling are therefore desirable behaviours. Yet, the scientific background and meaning of these pro-environmental practices are difficult to grasp. Policy makers promote household environmental actions, simplifying the message so as to encourage more citizens to behave pro-environmentally on a daily basis, but, in doing so, the lack of knowledge content concerning pro-environmental actions appears then as a risk, as stated by Leopold ([<reflink idref="bib19" id="ref9">19</reflink>]/2000): 'in our attempt to make conservation easy, we have made it trivial (p. 161).' Considered as an environmentally responsible action, domestic composting deserves attention. Indeed, composting is an everyday practice, but also a set of natural processes present in the soil. Composters are sites in which aerobic decomposition of organic materials takes place under controlled conditions. The putrescible nature of biowaste thrown in composters requires the users to consider the animals in the bin, and to monitor the balances during the decomposition process. Rather than being mixed with other types of waste for collection, biowaste is separated so that it can be managed. Encompassing two levels - everyday and scientific – domestic composting is therefore a complex action that should not be confused with separate collection of waste. In France, 568 kilograms of domestic waste are generated per inhabitant every year; a third of which being organic food waste (ADEME [<reflink idref="bib2" id="ref10">2</reflink>]). Article L541-21-1 (French Environmental Code [<reflink idref="bib8" id="ref11">8</reflink>]) stipulates that access to source separation of biowaste is to be enabled to all waste producers by the end of 2023. Therefore, long considered minor, domestic composting becomes a leading strategy to reduce household food waste.</p> <p>Within the context of preschool environmental education, we question how the home, the family and their social and geographical backgrounds shape early environmental understanding through everyday pro-environmental actions.</p> <hd id="AN0174795543-3">Theoretical lens</hd> <p>The home is a highly influential site of education, as well as for socialisation and enculturation: the family dynamic and its functioning are an everyday medium in which environmental actions, inactions and habits are lived and where a child's environmental learning (or not) occurs through his or her immersion in the behavioural norms of the family (Payne [<reflink idref="bib26" id="ref12">26</reflink>]). This article represents an attempt to work productively across two fields of educational research and theory, namely, the sociology of education and science education. Within a 'dispositionalist-contextualist' conception of socialisation inspired by Lahire ([<reflink idref="bib13" id="ref13">13</reflink>], [<reflink idref="bib16" id="ref14">16</reflink>], [<reflink idref="bib17" id="ref15">17</reflink>]), this study explores the interplay of incorporated dispositions, competences and the specific context of action to analyse how the parents and their everyday practices, resources and environment-related values influences the extent to which young children construct understanding.</p> <p>In order to change the focal, Lahire zooms in on the individual scale and proposed a critical reappropriation of Bourdieu's theory of habitus. The variation in scale (adding to the Bourdieusian class level an individual level) allows the researcher to investigate in detail not only inter- and intra-class variations, but also inter- and intra-individual ones. Each individual becomes a 'plural actor' (Lahire [<reflink idref="bib14" id="ref16">14</reflink>]), defined by the multiplicity and complexity of his/her socialising experiences.</p> <p>An individual is therefore a social reality characterized by the complexity of his/her heritage of dispositions, a complexity manifested in the variation of his/her behaviours observable in different fields of practice, or micro-contexts, within which the individual embeds his/her actions. (Lahire [<reflink idref="bib17" id="ref17">17</reflink>], p.56)</p> <p>It is thus important to consider the degree of heterogeneity in the inheritance of dispositions incorporated by actors during their socialisation. Individual practices are therefore analysed as a multiplicity of socialisation process (in family, at school, at work) that result in a stock of dispositions (tendencies, inclinations, habits, competences). These dispositions may be activated or inhibited, depending on the context of action.</p> <p>In our case study, the characteristics of the practices of parents declaring to have a composter at home are analysed. Indeed, by observing it from a distance, there is a risk of generalising and therefore glossing over the differences between individual practices (Lehec [<reflink idref="bib18" id="ref18">18</reflink>]). Do all composter users constitute a single group sharing a homogeneity of dispositions and objectives, and perform the actions in the same way? Furthermore, the transmission of parental practices is not the identical reproduction of behaviour from one generation to the next. Children are full-fledged agents of the transmission process: they negotiate and reinterpret the practices that are passed down by their parents (Perronnet [<reflink idref="bib27" id="ref19">27</reflink>]; Payne [<reflink idref="bib26" id="ref20">26</reflink>]). The deterministic Bourdieusian framework of reproduction, which considered childhood as a continuity of the parents' practice, needs to be nuanced in light of individual-level analysis. Socialisations are plural and complex, and children's construction of knowledge is influenced by a variety of actors and contexts.</p> <p>Within an individual-level approach, our case study represents an attempt to scrutinize individual singularities in the early childhood construction of environmental knowledge through everyday pro-environmental action. It provides a theoretical lens for attempting to situate and contextualize individual child and parent dispositions within the family environment to examine the extent to which everyday waste management practice shape, constrain or facilitate early environmental understanding.</p> <p>The following question is addressed in the present article: what environmental knowledge is being constructed in the household, according to changing family, social and cultural conditions? This study requires cross-referencing the degree of children's understanding of the organic matter cycle in the composter, parental dispositions and practices within the family context. In this article, our findings are presented in a family portrait format.</p> <hd id="AN0174795543-4">Methods</hd> <p>Data was collected between November 2018 and February 2019. A qualitative study was chosen in order to analyse what five years old children had to say, through semi-structured interviews. Parents of these children were also interviewed.</p> <hd id="AN0174795543-5">Sample</hd> <p>The sample was composed of a total of 48 children and 48 parents living in two French cities (Rennes and Tours) that differ in size but have similar socio-demographic profiles (see Table 1). Tours and Rennes are located in the northwest of France. These cities were chosen because we assumed that the municipal waste management would, a priori, have an impact on household composting practices. We observed a strong contrast in the numbers of individual and shared composters between Rennes and Tours (see Table 1). In addition, users' access to shared community composting areas is made under different conditions in these two cities: free access at all times in Rennes, and padlocked in Tours (see Figure 1). In our research, we considered that the widespread presence of composters in public areas, and the possibility of opening them to observe their content could facilitate children's understanding of biowaste decomposition.</p> <p>PHOTO (COLOR): Figure 1. Examples of shared community composting areas in Rennes and Tours.</p> <p>Table 1. Sociodemographic profiles and composting policy in Rennes and Tours.</p> <p> <ephtml> <table><thead><tr><td /><td /><td /><td>Rennes</td><td>Tours</td></tr></thead><tbody valign="top"><tr><td>POPULATION (number of inhabitants)</td><td char=".">4,47,429</td><td char=".">2,93,035</td></tr><tr><td>EMPLOYMENT</td><td>Unemployment rate (15-64 yo)</td><td char=".">12.9%</td><td char=".">15.3%</td></tr><tr><td>Median income</td><td char=".">22 400 €</td><td char=".">21 040 €</td></tr><tr><td>HOUSING</td><td>Housing type</td><td>House</td><td char=".">34.9%</td><td char=".">38.0%</td></tr><tr><td>Flat</td><td char=".">64.3%</td><td char=".">61.2%</td></tr><tr><td>Occupancy status</td><td>Owners</td><td char=".">48.0%</td><td char=".">46.1%</td></tr><tr><td>Tenants</td><td char=".">50.7%</td><td char=".">52.3%</td></tr><tr><td><italic>Including low-cost housing</italic></td><td><italic>18.2%</italic></td><td><italic>22.7%</italic></td></tr><tr><td>INDIVIDUAL COMPOSTING</td><td>Number of garden composters distributed, free of charge by the metropole</td><td>9 802 (since oct.2015)</td><td>19 361 (since 2014, 28.9% of houses with garden)</td></tr><tr><td>Number of vermicomposters distributed, free of charge by the metropole</td><td>None</td><td>425 (since 2014)</td></tr><tr><td>SHARED COMMUNITY COMPOSTING AREAS</td><td>Number of shared composters installed in public spaces and/or at the foot of buildings</td><td>456 installed and maintained by the metropole</td><td>1 installed by the metropole, 30 installed and maintained by the local Zero Waste association</td></tr></tbody></table> </ephtml> </p> <p>In each city, we collected our data in four areas with different socio-demographic profiles: urban mixed, urban high-income, urban low-income and suburban mixed. Indeed, we hypothesised, a priori, that the type of housing could shape domestic waste management practices. We assumed that living in a house with a garden would increase the likelihood of composting practice since a space for an individual bin is directly accessible. Data collected by the National Institute of Statistics and Economic Studies (INSEE [<reflink idref="bib10" id="ref21">10</reflink>], [<reflink idref="bib11" id="ref22">11</reflink>]) enabled us to identify areas with appropriate profiles.</p> <p>Interviewing participants at home proved too complex in a limited time frame. Consequently, and considering the time constraints of a doctoral research, we chose to interview parents and children at school.</p> <hd id="AN0174795543-6">Research ethics</hd> <p>Written consent was obtained from parents prior to conducting the research. The researcher explained the purpose of the study to the children and invited them to participate. The children were given the opportunity to refuse participation. In addition, data were made unidentifiable.</p> <hd id="AN0174795543-7">Procedure</hd> <p>In each of the selected schools, we first performed semi-structured one-to-one interviews with children, and then we interviewed their parents (one parent per child). The aim of the interviews with the children was to bring out their ideas about the organic matter decomposition in the composter. A grid with short questions based on different materials (photographs, waste, fruits, compost) was used. Children had first to classify five pieces of apple according to their decomposition stages, and then to explain their choice. Various pictures of composters were presented to the children, and they were asked about their knowledge of these objects. Finally, worms and woodlice were observed in mature compost, and questions were asked about these animals.</p> <p>Parents were interviewed after their children. By cross-referencing the views of adults with those of children, this allows information to be cross-checked and verified while adopting a methodology that takes into account the diversity of perspectives (Millet and Thin [<reflink idref="bib23" id="ref23">23</reflink>]). We mainly asked parents about their knowledge of composting and how they managed waste at home. The methodology and procedures are summarized in Table 2.</p> <p>Table 2. The research frame.</p> <p> <ephtml> <table><thead><tr><td>48 parent-child pairs</td></tr></thead><tbody valign="top"><tr><td char=".">24 pairs in Rennes: 6 pairs in 4 different areas</td><td char=".">24 pairs in Tours: 6 pairs in 4 different areas</td></tr><tr><td>Urban mixed</td><td>Urban mixed</td></tr><tr><td>Urban low-income</td><td>Urban low-income</td></tr><tr><td>Urban high-income</td><td>Urban high-income</td></tr><tr><td>Suburban mixed</td><td>Suburban mixed</td></tr><tr><td>Parent<list list-type="Bullet"><list-item><p>30-40 minute semi-structured interview</p></list-item><list-item><p>33 open and 38 closed questions, divided into 5 parts: demographic details, knowledge about domestic composting and waste management, waste management practices, environmental values, intentions regarding waste reduction</p></list-item></list></td></tr><tr><td>Child<list list-type="Bullet"><list-item><p>20-30 minute semi-structured interview</p></list-item><list-item><p>11 questions, divided into 4 parts: household information, fruit decomposition, composters, mature compost</p></list-item></list></td></tr><tr><td>Grounded methodological approach, in 3 steps<list list-type="Bullet"><list-item><p>Juxtaposition of parent-child viewpoints concerning domestic composting practice</p></list-item><list-item><p>Categorization of early understanding for children, establishment of a typology of waste reduction commitment for parents</p></list-item><list-item><p>Construction of parent-child portraits crossing children's understanding with parental profiles and the contextualization of composting practices</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0174795543-8">Data analysis</hd> <p>Interviews with parents and children were recorded using a voice-recorder. We also took notes on the spot to clarify gestures, intonations or attitudes of the interviewees. The interviews were transcribed and the responses to the closed-ended questions were entered into Sphinx iQ2 software to perform basic descriptive analyses of the sample. We used Excel software to visualise the verbatims and aggregated data in the form of summary tables.</p> <hd id="AN0174795543-9">Analysis of early environmental knowledge: Indicator of overall understanding of the organic...</hd> <p>The analysis of the data collected from the children to categorise their conceptions of the knowledge involved in composting is the subject of a previous article (Marchal-Gaillard et al. [<reflink idref="bib21" id="ref24">21</reflink>]). We refer readers to that paper in order to understand in detail our approach in determining the degree of children's understanding of the decomposition of organic waste in the composter. Nevertheless, we will revisit the main lines of this approach here. The analysis of the knowledge involved in the organic matter cycle at different school levels, enabled us to determine five key processes that five-year-olds can express through our interview guide (see Figure 2). For each of the key processes of this cycle, we first developed three levels of preconception. These three categories of statements are constructed from the children's responses and are organised according to their degree of correspondence to the scientific knowledge at stake (see Figure 3), reflecting the successive stages of knowledge construction. In a second step, we determined a total score for children's understanding of the organic matter cycle in the composter, which adds up the levels for the five target skills.</p> <p>PHOTO (COLOR): Figure 2. Modelling of the five key processes identified for understanding the cycle of organic matter in the composter in kindergarten.</p> <p>Graph: Figure 3. Presentation of the relationship to scientific knowledge for the three levels of preconceptions.</p> <p>In this paper, we cross-reference this indicator of children's understanding to parental dispositions and practices within the family contexts. In order to make this cross-reference, we constructed a tool for characterising parental profiles concerning domestic waste reduction.</p> <hd id="AN0174795543-10">Analysis of waste management profile: typology of parental commitment to waste reduction</hd> <p>Using the subscales of the Ecological Attitude Scale of Maloney, Ward, and Braucht ([<reflink idref="bib20" id="ref25">20</reflink>]), we have sought to build an indicator of parental engagement to domestic waste reduction. This tool takes into consideration several aspects of household waste management:</p> <p></p> <ulist> <item> The parent's verbal commitment to waste reduction: what they say they want to do to reduce waste.</item> <p></p> <item> Their actual commitment: what they actually do daily to reduce their waste production.</item> <p></p> <item> Their affect: the degree to which the parent is emotionally affected by environmental issues related to waste management.</item> <p></p> <item> Their knowledge: what the parent knows about the existence of environmental problems related to waste management, and about behavioural strategies for dealing with them.</item> </ulist> <p>Based on a Walloon study conducted in 2017 by the 'Centre de Recherche et d'Information des Organisations de Consommateurs' (CRIOC), we divided our sample of parents into three categories of commitment to domestic waste reduction: 'committed', 'followers' and 'not concerned'. These broad categories are summarized in the mapping in Table 3.</p> <p>Table 3. Mapping of interview sample parent engagement to waste reduction.</p> <p> <ephtml> <table><tbody valign="top"><tr><td><list list-type="Bullet"><list-item><p>'Committed' parents (<italic>N</italic> = 4): parents attaching importance to environmental issues related to domestic waste management, and declaring that they implement significant changes to reduce waste through family consumption</p></list-item><list-item><p>Parents 'followers' (<italic>N</italic> = 30): parents gradually environmentally aware, adopting waste reduction behavior from time to time, but finding it difficult, to make efforts on a daily basis</p></list-item><list-item><p>Parents 'not concerned' (<italic>N</italic> = 14): parents convinced that waste reduction cannot be done at the individual level, and adopting waste reduction practices only if they do not cost them money and do not involve changing their habits</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note:</emph> The above are merely illustrative, representing porous grouping, not fixed categorizations. Table... is intended as a mean of capturing characteristics of parents' positions to waste reduction.</p> <p>The elaboration of the indicator of children's global understanding and the parental typology allow us to visualise the intersection of children's ideas on composting with a plurality of parental variables: place of residence, resources, dispositions, waste management practices etc.</p> <hd id="AN0174795543-11">Results</hd> <p>Appendix 1 (and Appendix 2 for the related legend) shows all the variables considered in our study:</p> <p></p> <ulist> <item> Environmental variables (metropole, area, type of housing, presence of a composter in the school and media - watching Peppa Pig cartoon) in columns 3 to 5 and in columns 16 and 17.</item> <p></p> <item> Family characteristics (parents' education, household composition and socio-professional categories) in columns 6 to 15.</item> <p></p> <item> Certain characteristics of family composting practices (declared practice, person carrying out the practice, frequency, location of bin, use of mature compost, involvement of children) in columns 18 to 26.</item> <p></p> <item> The parental typology of commitment to waste reduction at source in column 27.</item> </ulist> <p>These variables are cross-referenced, in the same table, with the total score for children's understanding of the cycle of organic matter in the composter.</p> <p>There are many potential transmission actors (parents, extended family members, friends, neighbours, media). The methods of transmission are also varied since children learn by observation, imitation, impregnation and inculcation. The presence of a family cultural capital that has been validated at school (Bourdieu and Passeron [<reflink idref="bib4" id="ref26">4</reflink>]) does not systematically guarantee that it will be transmitted to the children. Cultural inheritance is not systematic and does not always succeed in finding the right conditions for the 'heir' to inherit (Lahire [<reflink idref="bib13" id="ref27">13</reflink>]). Conversely, other children show a high degree of understanding, while their families lack the cultural capital they could 'inherit' (Lahire [<reflink idref="bib13" id="ref28">13</reflink>]). Appendix 1 therefore presents the data that we have used to describe family inheritance and the conditions of its transmission.</p> <p>We first present two portraits of children illustrating our analyses, placed at the individual-level. These two portraits are included below so as to contrast how different household ecologies operate in relation to the environmental learning of the child.</p> <hd id="AN0174795543-12">Portrait 1. Antonin: autonomous learning through observation</hd> <p>Antonin (first name given by the author, identification number 9 in Appendix 1) has a high understanding score (14/15, see Figure 4). Nevertheless, his family does not possess a science- and environment-specific capital, as one would expect from a deterministic approach. Indeed, Antonin lives with his mother and his brother; Antonin's father is not present at home. Antonin's mother is a hotel cleaner. She has got an arts A-level and a professional beautician qualification. Antonin and his family live in a council flat; they do not have a garden but they do have a balcony and a terrace. Although Antonin's mother works shifts, she says she helps her children with their homework and plans to create with them, a vegetable garden on the terrace. She also explains that she would like to compost her waste, and that she has already tried once to do so on the balcony. Whilst Antonin's mother shows an intention to practice composting, the current family situation does not allow us to understand how Antonin was able to build knowledge about the cycle of organic matter in the composter. In the case of this child, the origin of the formation of his ideas is to be sought outside the family context.</p> <p>Graph: Figure 4. Antonin's understanding level score.</p> <p>When we show Antonin pictures of composters, the child recognises the wooden models he says he saw in the Peppa Pig cartoon. He then explains, 'In fact, it's called compost. We put fruit peel. A little bit of soil, and lots of animals. The fruit in it is all rotten.' He says he has seen these bins in a park as well, and has lifted the lid to see the contents. We note that the action of breaking up waste by detritivorous organisms, which is not explained in the cartoon, yet is still described by Antonin: 'they [worms and woodlice] eat rotten fruit'. Antonin also states that the animals went into the bin, whereas this information is not given in the cartoon (in which the worms are dug up in the garden by Peppa and her brother, and then put into the composter). These findings are probably the result of his observation in the park. Nevertheless, Antonin does not specify that this waste 'will turn into soil', whereas it is described in Peppa Pig. It seems to us, that having watched the Peppa Pig cartoon, as well as his own observation skills are explanatory factors for his early understanding of the organic matter cycle.</p> <p>In this particular case, it seems to us that the influence of vertical parental transmission should be relativised in favour of an analysis of multiple transmissions: media and resources in the neighbourhood. Moreover, Antonin's case illustrates the active participation of children in the socialisation process: the 'heirs' are not passive, they reinterpret and appropriate the socialisation they are subjected to. In Antonin's case, we understand that the mode of transmission is not through explicit inclusion, but rather through observation, 'silent socialisation' (Lahire [<reflink idref="bib15" id="ref29">15</reflink>]).</p> <p>In the following portrait, the family environment seems to be conducive to transmission, but the child has a low level of understanding.</p> <hd id="AN0174795543-13">Portrait 2. Félicie: inappropriate cultural capital</hd> <p>Félicie (identification number 110 in Appendix 1) has a low understanding score (6/15, see Figure 5). Félicie lives with her two parents in a house with a garden. Her father has no higher education and works in a town hall. Her mother, who was our interviewee, is an operating theatre nurse. Felicie's mother said at the beginning of the interview that the family practices composting, and that Felicie has already put waste in the composter. However, questioned before her mother, Félicie did not recognise the photos of the composters, had no knowledge of the type of waste that was put in the bin, and said that her parents do not compost. We therefore sought to understand the discrepancy between the mother's statements and those of her daughter.</p> <p>Graph: Figure 5. Félicie's understanding level score.</p> <p>The Figure 6 shows the composter in Félicie's garden (photo sent by Félicie's mother after our interview). Félicie's mother describes: 'Our bin is not closed; well, it doesn't have a lid. It's a big, huge thing that our parents, our grandparents had in their gardens. It's made of plastic. It has a bottom but it's not covered.' Looking at the photo of the bin, we see that the top layer of waste is only fresh peelings, with no visible signs of decomposition. On the other hand, the layer directly below is already very dry. It appears to us that the deposits have been made several months apart, suggesting great inconsistency. This assumption is supported by a statement made by the mother: 'Actually, we don't go to the compost when it rains. We do it in summer. We only deposit the waste when there is a large number of peelings in the kitchen.' Félicie's mother finally explains that her daughter only puts peelings in the composter in the summer, and that she herself does not compost because her husband does the gardening and waste management. She admits that she hates gardening.</p> <p>PHOTO (COLOR): Figure 6. Photo of the composter, sent by Félicie's mother.</p> <p>Félicie's portrait leads us to believe that composting, as practiced in her family, is a missed opportunity for transmission. We also hypothesise that her mother's lack of interest in waste management and gardening may act as a brake on the transmission of knowledge about composting. Although she is classified as a 'follower' in terms of her commitment to reducing waste at source, the fact remains that for her, the actions relating to domestic waste management seem to be more of a burden than a meaningful practice. If the composter is occasionally used, it is little exploited and the practice of composting does not seem to be similar to a reappropriation of waste, with a family transmission. We therefore bring it closer to Lahire's 'dead cultural object' (1995). We wonder whether the father, who practises gardening and is responsible for managing domestic waste, might not in this sense be the bearer of knowledge and interest likely to encourage the transmission of the practice of composting. It is therefore possible that, due to a lack of time or opportunities to show this interest, the father cannot ensure this transmission.</p> <p>As Millet and Thin ([<reflink idref="bib22" id="ref30">22</reflink>]) have shown, parents' work schedules can have the effect of mismatching the rhythms of different family members. These shifts in parental and child temporalities can make it difficult to transmit information by observation and reproduction of practices. Moreover, from the point of view of some parents, such as Félicie's mother, composting is not a learning practice, but rather a domestic task.</p> <hd id="AN0174795543-14">Summary of results: Plurality of influences</hd> <p>Due to space limitation, we cannot present other portraits of child-parent pairs in this article. Nevertheless, the two particular cases presented above illustrate well the need to take into account the plurality of influences and transmission modalities in order to grasp the construction of children's knowledge from daily pro-environmental practices. In the Figure 7, we have tried to represent all the transmitting factors and actors highlighted during our interviews. The presence of a composter at home is not enough to explain the construction of children's knowledge, as we have seen in the portrait of Félicie. The characterisation of the practice of home composting is necessary, as some modalities seem to facilitate the children's understanding while, on the contrary, others seem to hinder it. On the one hand, systematic composting throughout the year, as well as the visible connection of the composter to the ground and the use of mature compost in the garden are characteristics that seem to facilitate children's understanding of the degradation of biowaste. On the other hand, the installation of the composter at the bottom of the garden, in a place that is not very visible and not very accessible to the children, seems to contribute to making this object useless and transparent to them. In the latter case, the composter can be assimilated to a 'dead cultural object' (Lahire [<reflink idref="bib13" id="ref31">13</reflink>]) not allowing children to access a first level of understanding the organic matter cycle.</p> <p>Graph: Figure 7. Variables and characteristics identified in our study.</p> <p>Parental commitment to reducing waste at source, and more particularly the reappropriation of their waste by parents in the 'committed' category, seems to contribute to the transmission of knowledge to children, and thus facilitate their early understanding. However, it should be noted that, even in families that do not have a priori, a disposition that facilitates the construction of ideas on the cycle of organic matter in the composter, some children show a high level of understanding. As we have seen in Antonin's portrait, the media environment as well as observation on his own initiative also contribute to the construction of ideas in an autonomous way.</p> <p>These findings support the relevance of an analysis at the individual level, with the study of the plurality of influences outside the family and the appropriation of these influences by the children themselves.</p> <hd id="AN0174795543-15">Discussion</hd> <p>Results presented here and in a previous article (Marchal-Gaillard et al. [<reflink idref="bib21" id="ref32">21</reflink>]) confirm the idea, also stated by Palmer ([<reflink idref="bib25" id="ref33">25</reflink>]) and Kos et al. ([<reflink idref="bib12" id="ref34">12</reflink>]), that the cognitive level of five-year-old children is not an obstacle to knowing and understanding science behind pro-environmental actions.</p> <p>Our study highlights the importance of analysis at the individual level to explore the sources and modalities of transmission of practices and knowledge to young children. Our portraits illustrate children 'going against the grain' (Reay, Crozier & Clayton, 2010) of home practices and cultural capital. This agency works both ways, with children having poor knowledge about organic matter cycle despite parental composting at home, and other children showing overall understanding of science behind composting despite little pro-environmental action or resources at home. Family influences alone do not explain the formation of knowledge in some children. The diversity of external sources of transmission (neighbourhood, peers, media) and modalities of transmission (observation, imitation, inculcation) must be taken into account. The autonomous construction of knowledge from the viewing of Peppa Pig illustrates the influence of the media. This finding suggests potential for increasing the relevance of environmental education in early childhood settings by connecting with their existing interests and knowledge-base with respect to popular culture.</p> <p>A limitation of our study is that we did not go to the homes of the parents to observe their composting practices in situ. Our interviews are based solely on declarative information from the parents. Sociological interviews are meant to capture the practices of respondents as they describe them, including in their partial and contradictory aspects. But in our case, this limits the finesse of the analysis of practice: we only have access to the description by a parent, who is not necessarily the one who practices composting at home. And we cannot observe the indices of waste deposit frequency that would be visible by going to see the composters at home. Moreover, from the children's point of view, our interviews are based on photos and verbal exchanges that are out of sync with the practice. For young children who are building language, it would seem more relevant to exchange in situ, in front of a composter, and to exchange in action. This would allow us to enrich our analyses by observing parental and child practices.</p> <p>A second limitation of our study is that we only interviewed children in the visible domain. Thus, none of the children mentioned the action of micro-organisms in the degradation of waste into compost. Yet, the difficulty of imagining the microscopic level remains a critical issue for early childhood education. With young children, the intervention of an adult seems to us to be necessary to access what is not visible to the naked eye. Based on the study of Adbo and Vidal Carulla (2010), we suggest that, through a play-based approach, children can perhaps imagine a world beyond their direct sensory experience to gain some understanding of the micro-organism decomposition actions on biowaste inside the composters.</p> <hd id="AN0174795543-16">Conclusion</hd> <p>The research presented in this article sought to analyse the role of family socialisation in the construction of children's ideas. The surveys were therefore purposely conducted before the issue of waste management practices was addressed by the teachers. The only school element likely to influence the pupils' conceptions was the presence of a composter in some schools. But these composters were not used, or were used very irregularly, and were more of a 'dead cultural object' such as the one we highlighted in the families.</p> <p>The results of the research highlight, in a way, how schools can contribute to an egalitarian education concerning the understanding of the decomposition of organic matter by young children and, more broadly, to the construction of their relationship with living matter. The study of the construction of children's ideas from the management of biowaste at home highlights the inconsistencies carried out by families with their everyday practices. Studying the degradation of biowaste in composters at school would provide all pupils with a common base of knowledge on the organic matter cycle.</p> <p>The presentation of educational tools developed from the results of this research, and intended for preschool teachers, is the subject of an article currently being revised.</p> <hd id="AN0174795543-17">Acknowledgements</hd> <p>The author sincerely thanks Agnès Grimault-Leprince for proof reading. Her gratitude extends to Nolwenn Quéré-Sherbourne and Lee Sherbourne for their comments on an earlier draft, and to Sue Perks for fruitful comments that helped to improve the paper.</p> <hd id="AN0174795543-18">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author.</p> <hd id="AN0174795543-19">Funding</hd> <p>This work constitutes part of a PhD funded by the French Environment and Energy Management Agency (ADEME). The PhD research from which this paper is based is supported by ADEME under Grant TEZ17-32.</p> <hd id="AN0174795543-20">Appendix 1. Cross-referencing the child understanding typology with environmental and family...</hd> <p></p> <p> <ephtml> <table><thead><tr><td>1</td><td char=".">2</td><td char=".">3</td><td char=".">4</td><td char=".">5</td><td char=".">6</td><td char=".">7</td><td char=".">8</td><td char=".">9</td><td char=".">10</td><td char=".">11</td><td char=".">12</td><td char=".">13</td></tr><tr><td>Identifying number</td><td>Total understnading level score</td><td>City</td><td>Area</td><td>Habitation type</td><td>Education level parent 1</td><td>Education level parent 2</td><td>Highest diploma parents</td><td>University subject parent 1</td><td>University subject parent 2</td><td>Scientific university education one parent at least</td><td>Socioprofessional category parent 1</td><td>Socioprofessional category parent 2</td></tr></thead><tbody valign="top"><tr><td char=".">4</td><td char=".">15</td><td>Rennes</td><td>UM</td><td>H</td><td char=".">6</td><td char=".">4</td><td char=".">6</td><td>S</td><td>A</td><td>Y</td><td char=".">6</td><td char=".">4</td></tr><tr><td char=".">13</td><td char=".">15</td><td>Rennes</td><td>UM</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">6</td><td>S</td><td>S</td><td>Y</td><td char=".">3</td><td char=".">3</td></tr><tr><td char=".">26</td><td char=".">15</td><td>Rennes</td><td>UHI</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">8</td><td>S</td><td>S</td><td>Y</td><td char=".">3</td><td char=".">3</td></tr><tr><td char=".">50</td><td char=".">15</td><td>Rennes</td><td>SM</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">7</td><td>S</td><td>O</td><td>Y</td><td char=".">3</td><td char=".">3</td></tr><tr><td char=".">9</td><td char=".">14</td><td>Rennes</td><td>UM</td><td>F</td><td char=".">4</td><td>NM</td><td char=".">2</td><td>A</td><td>NM</td><td>N</td><td char=".">5</td><td>NM</td></tr><tr><td char=".">174</td><td char=".">14</td><td>Rennes</td><td>UM</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">6</td><td>A</td><td>S</td><td>Y</td><td char=".">4</td><td char=".">3</td></tr><tr><td char=".">16</td><td char=".">14</td><td>Rennes</td><td>UHI</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">6</td><td>O</td><td>S</td><td>Y</td><td char=".">3</td><td char=".">3</td></tr><tr><td char=".">82</td><td char=".">14</td><td>Tours</td><td>UHI</td><td>H</td><td char=".">4</td><td char=".">6</td><td char=".">6</td><td>O</td><td>S</td><td>Y</td><td char=".">2</td><td char=".">2</td></tr><tr><td char=".">51</td><td char=".">13</td><td>Rennes</td><td>SM</td><td>H</td><td char=".">6</td><td char=".">5</td><td char=".">8</td><td>S</td><td>S</td><td>Y</td><td char=".">3</td><td char=".">4</td></tr><tr><td char=".">71</td><td char=".">13</td><td>Tours</td><td>UHI</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">5</td><td>O</td><td>O</td><td>N</td><td char=".">4</td><td char=".">4</td></tr><tr><td char=".">30</td><td 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char=".">6</td><td>Rennes</td><td>SM</td><td>F</td><td char=".">5</td><td char=".">5</td><td char=".">4</td><td>O</td><td>S</td><td>Y</td><td char=".">5</td><td char=".">4</td></tr><tr><td char=".">60</td><td char=".">6</td><td>Rennes</td><td>ULI</td><td>F</td><td char=".">6</td><td char=".">6</td><td char=".">5</td><td>O</td><td>O</td><td>N</td><td char=".">6</td><td char=".">5</td></tr><tr><td char=".">66</td><td char=".">6</td><td>Tours</td><td>UHI</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">5</td><td>O</td><td>O</td><td>N</td><td char=".">4</td><td char=".">4</td></tr><tr><td char=".">105</td><td char=".">6</td><td>Tours</td><td>SM</td><td>H</td><td char=".">4</td><td char=".">4</td><td char=".">2</td><td>O</td><td>O</td><td>N</td><td char=".">4</td><td char=".">4</td></tr><tr><td char=".">110</td><td char=".">6</td><td>Tours</td><td>SM</td><td>H</td><td char=".">6</td><td char=".">3</td><td char=".">5</td><td>O</td><td>NA</td><td>N</td><td char=".">4</td><td char=".">4</td></tr><tr><td char=".">138</td><td char=".">6</td><td>Tours</td><td>UM</td><td>H</td><td char=".">6</td><td char=".">6</td><td char=".">7</td><td>A</td><td>O</td><td>N</td><td char=".">5</td><td char=".">4</td></tr><tr><td char=".">148</td><td char=".">6</td><td>Tours</td><td>UM</td><td>H</td><td char=".">4</td><td char=".">4</td><td char=".">2</td><td>O</td><td>O</td><td>N</td><td char=".">6</td><td char=".">6</td></tr><tr><td char=".">56</td><td char=".">5</td><td>Rennes</td><td>ULI</td><td>F</td><td char=".">3</td><td char=".">3</td><td char=".">0</td><td>NA</td><td>NA</td><td>N</td><td char=".">8</td><td char=".">6</td></tr><tr><td char=".">59</td><td char=".">5</td><td>Rennes</td><td>ULI</td><td>F</td><td char=".">3</td><td char=".">4</td><td char=".">1</td><td>NA</td><td>O</td><td>N</td><td char=".">5</td><td char=".">2</td></tr><tr><td char=".">61</td><td char=".">5</td><td>Rennes</td><td>ULI</td><td>F</td><td char=".">3</td><td char=".">6</td><td char=".">5</td><td>NA</td><td>O</td><td>N</td><td char=".">8</td><td char=".">6</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>14</td><td char=".">15</td><td char=".">16</td><td char=".">17</td><td char=".">18</td><td char=".">19</td><td char=".">20</td><td char=".">21</td><td char=".">22</td><td char=".">23</td><td char=".">24</td><td char=".">25</td><td char=".">26</td><td char=".">27</td></tr><tr><td>Highest socioprofessional category parents</td><td>Household composition</td><td>Composter at school</td><td>Watching the cartoon Peppa Pig</td><td>Parent reporting composting</td><td>Person carrying the composting practice according to the parent</td><td>Recognition of composter by the child</td><td>Location of composter in the garden</td><td>Frequency of composting practice</td><td>Use of mature compost</td><td>Involvement of children in composting</td><td>Reason given for not involving children in composting</td><td>Involvement details</td><td>Parental commitment to waste reduction at source</td></tr></thead><tbody valign="top"><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>F</td><td>GP</td><td>B</td><td>AY</td><td>Y</td><td>N</td><td>SR</td><td>NA</td><td>C</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>F</td><td>AY</td><td>Y</td><td>N</td><td>H</td><td>NA</td><td>C</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>AY</td><td>N</td><td>Y</td><td>Y</td><td>C</td><td>C</td></tr><tr><td char=".">3</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>AY</td><td>Y</td><td>Y</td><td>Y</td><td>C</td><td>C</td></tr><tr><td char=".">5</td><td char=".">1</td><td>N</td><td>Y</td><td>Y s.</td><td>P1</td><td>PP</td><td>A</td><td>O</td><td>N</td><td>N</td><td>F</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>GP</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P1</td><td>H</td><td>B</td><td>O</td><td>Y</td><td>Y</td><td>Y</td><td>C</td><td>F</td></tr><tr><td char=".">2</td><td char=".">2</td><td>Y</td><td>Y</td><td>Y</td><td>P2</td><td>PP</td><td>B</td><td>AY</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">1</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>AY</td><td>Y</td><td>Y</td><td>Y</td><td>S</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>F</td><td>PA</td><td>A</td><td>S</td><td>N</td><td>N</td><td>F</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">1</td><td>N</td><td>N</td><td>Y</td><td>P2</td><td>PA</td><td>B</td><td>S</td><td>N</td><td>N</td><td>F</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>AY</td><td>Y</td><td>Y</td><td>Y</td><td>S</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>S</td><td>N</td><td>Y</td><td>Y</td><td>S</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>Nac</td><td>R</td><td>N</td><td>N</td><td>H</td><td>NA</td><td>F</td></tr><tr><td char=".">6</td><td char=".">1</td><td>Y</td><td>Y</td><td>N</td><td>N</td><td>PP</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>Y</td><td>Y</td><td>Y</td><td>P2</td><td>PP</td><td>B</td><td>O</td><td>N</td><td>N</td><td>I</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>GP</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>GP</td><td>GP</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>O</td><td>Y</td><td>Y</td><td>SR</td><td>S</td><td>F</td></tr><tr><td char=".">4</td><td char=".">1</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">2</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P2</td><td>H</td><td>Nac</td><td>R</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>S</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P2</td><td>N</td><td>A</td><td>O</td><td>Y</td><td>N</td><td>SR</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P</td><td>H</td><td>B</td><td>O</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>NC</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">6</td><td char=".">2</td><td>Y</td><td>N</td><td>Y</td><td>P</td><td>S</td><td>A</td><td>S</td><td>Y</td><td>N</td><td>LA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">1</td><td>Y</td><td>N</td><td>N</td><td>GP</td><td>GP</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">6</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">4</td><td char=".">1</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">2</td><td char=".">1</td><td>N</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">6</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>GP</td><td>GP</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">3</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">2</td><td char=".">1</td><td>N</td><td>N</td><td>Y s.</td><td>P1</td><td>N</td><td>A</td><td>S</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>NC</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">5</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>GP</td><td>GP</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>P2</td><td>N</td><td>Nac</td><td>R</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>F</td></tr><tr><td char=".">4</td><td char=".">2</td><td>N</td><td>N</td><td>Y</td><td>F</td><td>PA</td><td>B</td><td>R</td><td>N</td><td>N</td><td>SR</td><td>NA</td><td>NC</td></tr><tr><td char=".">6</td><td char=".">2</td><td>N</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>F</td></tr><tr><td char=".">6</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>PA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">2</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>N</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr><tr><td char=".">6</td><td char=".">2</td><td>Y</td><td>N</td><td>N</td><td>N</td><td>S</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NA</td><td>NC</td></tr></tbody></table> </ephtml> </p> <hd id="AN0174795543-21">Appendix 2. Explanatory caption of appendix 1</hd> <p></p> <p> <ephtml> <table><thead><tr><td>(Col. 2)</td><td>Total Understanding level score</td><td>(Col. 19)</td><td>Person carrying the composting practice according to the parent</td></tr></thead><tbody valign="top"><tr><td>Red</td><td char=".">5 to 8: level 1 for the majority of processes</td><td>P1</td><td>Interviewed parent</td></tr><tr><td>P2</td><td>Second parent</td></tr><tr><td>Yellow</td><td char=".">9 to 12</td><td>P</td><td>Both parents</td></tr><tr><td>GP</td><td>Grandparents</td></tr><tr><td>Green</td><td char=".">13 to 15: level 3 for the majority of processes</td><td>F</td><td>Several members of family</td></tr><tr><td>N</td><td>Noboby</td></tr><tr><td>(Col. 4)</td><td>Area</td><td>(Col. 20)</td><td>Recognition of composter by child</td></tr><tr><td>UM</td><td>Urban Mixed</td><td>H</td><td>At home</td></tr><tr><td>ULI</td><td>Urban Low Income</td><td>GP</td><td>At grandparents' home</td></tr><tr><td>UHI</td><td>Urban High Income</td><td>PA</td><td>In a public area</td></tr><tr><td>SM</td><td>Suburban Mixed</td><td>PP</td><td>In Peppa Pig cartoon</td></tr><tr><td>S</td><td>At school</td></tr><tr><td>(Col. 5)</td><td>Habitation type</td><td>N</td><td>No recognition</td></tr><tr><td>F</td><td>Flat</td></tr><tr><td>H</td><td>House</td><td>(Col. 21)</td><td>Location of composter in the garden</td></tr><tr><td>NA</td><td>Not applicable</td></tr><tr><td>(Col. 6 & 7)</td><td>Education level parents</td><td>B</td><td>At the back</td></tr><tr><td>NM</td><td>Not mentioned</td><td>F</td><td>In front</td></tr><tr><td char=".">3</td><td>No diploma</td><td>Nac</td><td>Not accessible place in the garden</td></tr><tr><td char=".">4</td><td>A Levels, NVQ, BTEC National Diploma</td></tr><tr><td char=".">5</td><td>BTEC Higher Diploma</td><td>(Col. 22)</td><td>Frequency of the composting practice</td></tr><tr><td char=".">6</td><td>Bachelor Degree or higher</td><td>NA</td><td>Not Applicable</td></tr><tr><td>AY</td><td>All year round</td></tr><tr><td>(Col. 8)</td><td>Highest diploma parents</td><td>O</td><td>Occasionally</td></tr><tr><td char=".">0</td><td>No diploma</td><td>S</td><td>Only during the summer</td></tr><tr><td char=".">1</td><td>BTEC National Diploma</td><td>R</td><td>Rarely</td></tr><tr><td char=".">2</td><td>A Levels</td></tr><tr><td char=".">3</td><td>University Certificate (2nd year)</td><td>(Col. 25)</td><td>Reason given for not involving children in composting</td></tr><tr><td char=".">4</td><td>BTEC Higher Diploma</td><td>NA</td><td>Not applicable</td></tr><tr><td char=".">5</td><td>Bachelor</td><td>Y</td><td>Child involved in composting</td></tr><tr><td char=".">6</td><td>Master</td><td>H</td><td>Hygiene</td></tr><tr><td char=".">7</td><td>PhD</td><td>Nac</td><td>Not accessible</td></tr><tr><td char=".">8</td><td>Engineering degree</td><td>LA</td><td>Lack of autonomy in vegetable peeling</td></tr><tr><td>F</td><td>Frequency of composting practice</td></tr><tr><td>(Col. 9 & 10)</td><td>Education Subject</td><td>SR</td><td>Several reasons</td></tr><tr><td>NA</td><td>Not Applicable</td></tr><tr><td>NM</td><td>Not mentioned</td><td>(Col. 26)</td><td>Details of composting involvement</td></tr><tr><td>S</td><td>Science</td><td>NA</td><td>Not applicable</td></tr><tr><td>A</td><td>Arts</td><td>P</td><td>Child peels to put in a bowl in the kitchen</td></tr><tr><td>O</td><td>Other</td><td>S</td><td>Parent showed, explained the practice</td></tr><tr><td>C</td><td>Child puts waste in the composter</td></tr><tr><td>(Col. 11)</td><td>Scientific university education one parent at least</td></tr><tr><td>Y</td><td>Yes</td><td>(Col. 27)</td><td>Parental commitment to waste reduction at source</td></tr><tr><td>N</td><td>No</td><td>NC</td><td>Not concerned</td></tr><tr><td>F</td><td>Follower</td></tr><tr><td>(Col. 12, 13 & 14)</td><td>Socio professional classification</td><td>C</td><td>Committed</td></tr><tr><td char=".">1</td><td>Agricultural animal husbandry</td></tr><tr><td char=".">2</td><td>Craftsmen, shopkeepers, retailers</td></tr><tr><td char=".">3</td><td>Managerial staff, upper intermediate profession</td></tr><tr><td char=".">4</td><td>Intermediate profession</td></tr><tr><td char=".">5</td><td>Employees</td></tr><tr><td char=".">6</td><td>Operators, labourers</td></tr><tr><td char=".">7</td><td>Retired</td></tr><tr><td char=".">8</td><td>Unemployed</td></tr></tbody></table> </ephtml> </p> <ref id="AN0174795543-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Adbo, K, and C. Vidal Carulla. 2020. " Learning about Science in Preschool: Play-Based Activities to Support Children's Understanding of Chemistry Concepts." International Journal of Early Childhood 52 (3): 17 – 35. doi: 10.1007/s13158-020-00259-3.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref10" type="bt">2</bibl> <bibtext> ADEME 2020. Déchets, chiffres-clés. Edition 2020. La librairie ADEME. https://<ulink href="http://www.ademe.fr/dechets-chiffres-cles-edition-2020">www.ademe.fr/dechets-chiffres-cles-edition-2020</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Borg, F., M. Winberg, and M. Vinterek. 2017. " Children's Learning for a Sustainable Society: Influences from Home and Preschool." Education Inquiry 8 (2): 151 – 172. doi: 10.1080/20004508.2017.1290915.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref26" type="bt">4</bibl> <bibtext> Bourdieu, P, and J.-C. Passeron. 1970. La Reproduction. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Science behind Composting: How Household Biowaste Management Practices Shape Young Children's Understanding of Organic Matter Decomposition
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Valérie+Marchal-Gaillard%22">Valérie Marchal-Gaillard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7296-5803">0000-0001-7296-5803</externalLink>)
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Environmental+Education+Research%22"><i>Environmental Education Research</i></searchLink>. 2024 30(1):37-55.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Wastes%22">Wastes</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13504622.2022.2099531
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1350-4622<br />1469-5871
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Environmental education is becoming a growing area of interest in early childhood education. In France, more time is given to environmental education activities in the preschool curriculum. Yet, there is a risk of narrowing preschool environmental education only to carry out pro-environmental behaviours, without giving pupils the opportunity to connect these practices to the scientific knowledge behind. Drawing on the concept of socialisation, the article explores how the interplay of the social and geographical backgrounds, as well as implementation by the family of biowaste management and how this influences 5-year-old children's understanding of organic matter decomposition. We used semi-structured interviews with parents and young children to determine details of parental composting execution on the one hand, and children's knowledge and misconceptions about the organic matter cycle in a composter on the other. We collected data from samples in neighbourhoods with different socioeconomic characteristics in two different French cities. Results show that young children are capable of developing an early understanding of biowaste decomposition in the context of composting. This study also shows that all the variables involved in the child's immediate environment must be analysed to understand how their ideas are constructed, and how their observations are interpreted.
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  Data: 2024
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  Data: EJ1407072
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      – Type: doi
        Value: 10.1080/13504622.2022.2099531
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 37
    Subjects:
      – SubjectFull: Wastes
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Curriculum
        Type: general
      – SubjectFull: Risk
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        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Childrens Attitudes
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Neighborhoods
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Foreign Countries
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      – SubjectFull: France
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      – TitleFull: The Science behind Composting: How Household Biowaste Management Practices Shape Young Children's Understanding of Organic Matter Decomposition
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