Page 41 - NatureStart Network

AFTERWORD

In 2002, the United Nations Environment Program you, wherever you are developing your own programs.
(UNEP), United Nation’s Children’s Fund (UNICEF), Please feel free to contact us with your own thoughts,
and World Health Organization (WHO) jointly questions, and insights. We look forward to hearing
published a report entitled Children in the New about your work.
Millenium: Environmental Impact on Health. In this
report, they examined the impact of environmental Contact Us and Join the Conversation
health and environmental degradation on children’s naturestart@czs.org
health, development, and well-being around the www.naturestart.org
world. In study after study, they demonstrated that the Marilyn Brink, Manager of Professional Development
environment influences children at all stages of lives, in and Early Childhood Programs
their homes, schools, and communities. Environmental Marilyn.Brink@czs.org
issues, concerns, and impacts are inextricably linked 708-688-8210
with the concerns of childhood development and David Becker, Senior Manager of Learning Experiences
health. We should not treat these as separate issues. David.becker@czs.org
Environmental threats are threats to children, and 708-688-8291
often the children most impacted are those who live Join the Conversation
and grow in the most under-resourced neighborhoods www. Facebook.com/naturestart.czs
and communities. In their list of recommendations, twitter = @naturestart
the international organizations mentioned above
emphasized the importance of new approaches,
partnerships, and collaborations. We need environmental
professionals who act on behalf of children and early
childhood professionals who act on behalf of the
environment. We need early childhood educators and
environmental educators, early childhood advocates and
environmental advocates, early childhood researchers
and environmental researchers who work together in new
and creative ways.
The NatureStart Network has been our approach
to bringing together professionals and educators from
a variety of disciplines and organizations to develop
conservation leaders who act on behalf of children
and childhood, particularly for children and families
living and growing in under-resourced communities
and neighborhoods. Our efforts so far have focused
on urban neighborhoods in Chicago, however, we
recognize children and families struggle with economic
and environmental concerns in rural and suburban
neighborhoods, as well. There is much work to be done.
We hope some of the lessons we have learned, and the
principals and practices outlined here will be useful to

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