Place attachment: non-cognitive learning of Grade 1 pupils

Abstract

Place as a geographical phenomenon is prescribed in teaching much before the pupil encounters geography as an independent subject in the school environment. The relationship to the place, perceived and developed from birth, turns out to be an important part of science literacy and shows significant differences even within such a small geographical space as the Czech Republic may seem. The presented text deals with the theoretical anchoring of the concept of relationship to place in the Czech curriculum and captures the links between curriculum outputs with an emphasis on environmental education and the general principles of place-based learning and between the pupils' concept of place, its evaluation and the tool through which we can examine this phenomenon.