| Many children today don't learn to think at | | | | appropriate can depend on the interests of |
| all about the environment. Others do, of | | | | your children. Some will love animals |
| course, but if there's no example set, what | | | | intensely at a very early age and may want to |
| else can be expected? | | | | learn about endangered species early. Others |
| | | | will not. |
| This is something important for all parents | | | | |
| to consider, although it can be easier for | | | | Perhaps the most important thing you can |
| stay at home parents such as myself to set | | | | teach your children is what they, as |
| the example. | | | | individuals can do. It can be hard to realize |
| | | | how much just one person can do. Discuss the |
| I consider keeping to the facts to be one of | | | | big choices as well as the little ones that |
| the most important things you can do. You | | | | can mean so much. |
| want your children to trust you, and if they | | | | |
| find out you exaggerated, there goes some of | | | | Little choices can include such things as |
| that trust | | | | merely deciding to recycle, picking which |
| | | | items to buy and so forth. Bigger choices can |
| This can be challenging. Trying to explain | | | | include the car you drive and how you power |
| the issues at age appropriate levels is not | | | | your home. |
| easy. You can start off at a fairly young | | | | |
| age, however. Preschoolers can be great about | | | | Especially as they approach high school age, |
| turning off lights and asking before throwing | | | | it can be good to encourage your children to |
| items in the trash or recycling bins. They | | | | become more actively involved in the issues |
| love helping in the garden. All very simple, | | | | that particularly interest them. I do |
| very preschooler friendly. | | | | strongly encourage you to allow them to pick |
| | | | their own causes, rather than your own pet |
| As they get older you can discuss some of the | | | | cause. The main thing is that they |
| more serious issues. Why we don't want to | | | | participate, not that they do only what you |
| produce more garbage than we have to, for | | | | think is most important. |
| example. You can also get into why you have | | | | |
| to be more careful about disposing of things | | | | Getting involved can start at a very early |
| such as electronics and batteries. | | | | age. If you make it just a fact of life, |
| | | | children can learn to think about the |
| Then there are endangered species, rain | | | | environment as they grow. The younger green |
| forests, air quality and water quality issues | | | | habits start, the easier they should be to |
| you can teach about. Exactly when each is | | | | live with. |