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Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories
Outdoor education activities seem to offer greater opportunities than indoor activities for promoting young children’s development
Agostini, F., Minelli, M., Mandolesi, R., (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories. Frontiers in Psychology, 9From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Specific features of outdoor spaces support greater frequency and complexity of preschoolers’ sociodramatic play
Robertson, N., Morrissey, A., Moore, D., (2019). From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors. Children's GeographiesContributions to sustainability through young children's nature play: A systematic review
Nature play is a valid contributor to sustainability outcomes
Ernst, J., McAllister, K., Siklander, P., Storli, R., (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13,The physical characteristics of children's preferred natural settings in primary school grounds
The type, context, and condition of natural settings should be considered in the design and management of school grounds
Aminpour, F., (2021). The physical characteristics of children's preferred natural settings in primary school grounds. Urban Forestry & Urban GreeningParental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited
Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.
van Dijk-Wesselius, J. E., Having, D., de Koning, M., Maas, J., van den Berg, A. E., (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies, 19(2),'Oh no, the stick keeps falling!': An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
Free play of preschoolers in a woodland setting tends to be autonomous, child led and imaginary
Ellis, C., Beauchamp, G., Sarwar, S., Tyrie, J., Adams, D., Dumitrescu, S., Haughton, C., (2021). 'Oh no, the stick keeps falling!': An analytical framework for conceptualising young children’s interactions during free play in a woodland setting. Journal of Early Childhood Research,Beyond traditional school readiness: How nature preschools help prepare children for academic success
Nature preschools can be effective in promoting school readiness
Burgess, E., Ernst, J., (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. International Journal of Early Childhood Environmental Education, 7(2),Landscapes of becoming social: A systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children
Review of the literature reveals considerable – but inconsistent – evidence of positive associations between children’s interaction with nature and their socioemotional development.
Mygind, L., Kurtzhals, M., Nowell, C., Melby, P. S., Stevenson, M. P., Nieuwenhuijsen, M., Lum, J. A. G., Flensborg-Madsen, T., Bentsen, P., Enticott, P. G., (2021). Landscapes of becoming social: A systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children. Environment International, 146Taking it outside: Engaging in active, creative, outdoor play with digital technology
The use of iPads by kindergarten children accompanied and added to their active and creative outdoor play, while also promoting nature connectedness
McGlynn-Stewart, M., Maguire, N., Mogyorodi, E., (2020). Taking it outside: Engaging in active, creative, outdoor play with digital technology. Canadian Journal of Environmental Education, 23(2),Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families
Nature Mentors is a program designed to promote ongoing nature engagement among urban youth
Hackett, K.A., Ziegler, M.C., Olson, J.A., Bizub, J., Stolley, M., Szabo, A., Heller, E., Beyer, K.M.M., (2021). Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families. Journal of Adventure Education and Outdoor Learning, 21(1),“And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness
Different methods used to evaluate a nature education program highlight growth in cognitive, social, environmental, and physical domains
Volpe, M., Derr, V., Kim, S., (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29(2),Toward a green and playful city: Understanding the social and political production of children's relational wellbeing in Barcelona
Different social and political factors can moderate the effect of green amenities on children’s wellbeing
Perez del Pulgar, C., Anguelovski, I., Connolly. J., (2020). Toward a green and playful city: Understanding the social and political production of children's relational wellbeing in Barcelona. Cities, 96The impacts of unstructured nature play on health in early childhood development: A systematic review
Nature play may positively impact children’s health and development, particularly in the areas of physical activity and cognitive development
Dankiw, K.A., Tsiros, M.D., Baldock, K.L., Kumar, S., (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PLoS ONE, 15(2)Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh
Outdoor learning can enhance the academic achievement of students in developing countries
Khan, M., McGeown, S., Bell, S., (2019). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and BehaviorLearning while playing: Children's Forest School experiences in the UK
The blending of Forest School with formal education can promote skills not typically addressed in a classroom-only setting
Coates, J.K., Pimlott-Wilson, H., (2019). Learning while playing: Children's Forest School experiences in the UK. British Educational Research Journal, 45(1),Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten
Children in nature-based and traditional preschools are equally prepared for kindergarten
Cordiano, T.S., Lee, A., Wilt, J., Elszasz, A., Damour, L.K., Russ, S.W., (2019). Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten. International Journal of Early Childhood Environmental Education, 6(3),Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes
Nature–based health interventions take a variety of forms, are designed around a range of health and well-being goals, and target different groups of people
Shanahan, D.F., Astell–Burt, T., Barber, E.A., Brymer, E., Cox, D.T.C., Dean, J., Depledge, M., Fuller, R.A., Hartig, T., Irvine, K.N., Jones, A., Kikillus, H., Lovell, R., Mitchell, R., Niemela, J., (2019). Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6)Physical activity and social behaviors of urban children in green playgrounds
Schoolyard greening increased students’ daily activity levels and positive social interactions in sex- and age-specific ways
Raney, M.A., Hendry, C.F., Yee, S.A., (2018). Physical activity and social behaviors of urban children in green playgrounds. American Journal of Preventive MedicineDo experiences with nature promote learning? Converging evidence of a cause-and-effect relationship
Converging evidence from diverse fields offers causal support for nature’s impact on learning, development and environmental stewardship
Kuo, M., Barnes, M., Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10Early childhood educators' perceptions of play and inquiry on a nature playspace
Early childhood educators describe a nature playscape as an environment that supports the holistic development of children
Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2),Young children's spatial autonomy in their home environment and a forest setting
The exercise of spatial autonomy can help children develop a sense of self with places in their environment
Green, C.J., (2018). Young children's spatial autonomy in their home environment and a forest setting. Journal of Pedagogy, 9(1),Running Wild: Engaging and empowering future custodians of place through creative nature-based play
Creative nature-based play embedded in the participatory arts fosters children’s connection to nature and promotes their ability to act as agents of change in their local environment
Beer, T., Cook, A., Kantor, K., (2018). Running Wild: Engaging and empowering future custodians of place through creative nature-based play. Journal of Public Pedagogies,, 3What is different about Forest School? Creating a space for an alternative pedagogy
The divergence and freedoms inherent in Forest School may contribute to the well-being of participants
Waite, S., Goodenough, A., (2018). What is different about Forest School? Creating a space for an alternative pedagogy. Journal of Outdoor and Environmental Education, 21(1),A forest-based environment as a site of literacy and meaning making for kindergarten children
A forest environment provides kindergarten children with rich opportunities for literacy and meaning making
Streelasky, J., (2018). A forest-based environment as a site of literacy and meaning making for kindergarten children. LiteracyThe Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors
Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development
McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7),Place-based outdoor learning: More than a drag and drop approach
Place-based outdoor learning extends the success of the Forest School approach
Lloyd, A., Truong, S., Gray, T., (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21,Outdoor play as a mean to achieve educational goals - A case study in a Portuguese day-care group
Outdoor play and engagement with nature promote the educational goals of two- and three-year-old children
Bento, G., Costa, J.A., (2018). Outdoor play as a mean to achieve educational goals - A case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor LearningLandscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres
Nature-based risky play can promote young children’s development
Brussoni, M., Ishikawa, T., Brunelle, S., Herrington, S., (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology, 54,Nature by design: Playscape affordances support the use of executive function in preschoolers
The affordances of natural play spaces can support the development of executive function in preschool children
Carr, V., Brown, R.D., Schlembach, S., Kochanowski, L., (2017). Nature by design: Playscape affordances support the use of executive function in preschoolers. Children, Youth and Environments, 27(2),The role of outdoor education in child development in Italian nursery schools
Outdoor activities may be more effective in promoting early child development than indoor activities
Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6),Tanzanian and Canadian children's valued school experiences: A cross case comparison
Time for outdoor play at school is highly valued by young children in different cultural and geographical contexts
Streelasky, J., (2017). Tanzanian and Canadian children's valued school experiences: A cross case comparison. International Journal of Early Years, 25(3),Companion animals and child/adolescent development: A systematic review of the evidence
Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development
Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)Affordances of ditches for preschool children
Ditches have the potential to become an important design element in outdoor playspaces for young children
Lerstrup, I., Moller, M.S., (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26(2),Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world
Children’s understanding of the natural world develops through direct, positive experiences with nature, supported by adult guidance
McClain, C., Vandermaas-Peeler, M., (2016). Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world. International Journal of Early Childhood Environmental Education, 4(1)Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms
Natural outdoor classrooms promote preschoolers’ creativity in the areas of problem-solving and ingenuity
Kiewra, C., Veselack, E., (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1)Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?
Children from challenging backgrounds experience improved well-being and resilience after participating in nurturing outdoor program
McArdle, K., Harrison, T., Harrison, D., (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?. Journal of Adventure Education and Outdoor Learning, 13(3),The effect of wilderness therapy on adolescents’ cognitive autonomy and self-efficacy: Results of a non-randomized trial
Participation in a wilderness therapy program improves self-efficacy and cognitive autonomy in at-risk male adolescents
Margalit, D., Ben-Ari, A., (2014). The effect of wilderness therapy on adolescents’ cognitive autonomy and self-efficacy: Results of a non-randomized trial. Child Youth Care Forum, 43(2),A 10-day developmental voyage: Converging evidence from three studies showing that self-esteem may be elevated and maintained without negative outcomes
Adolescents' participation in a sailing voyage increases self-esteem, decreases gender bias, does not increase other negative outcomes, and sustains these changes over time
Kafka, S., Hunter, J. A., Hayhurst, J., Boyes, M., Thomson, R. L., Clarke, H., Grocott, A. M., Stringer, M., O’Brien, K. S., (2012). A 10-day developmental voyage: Converging evidence from three studies showing that self-esteem may be elevated and maintained without negative outcomes. Social Psychology of Education, 15(4),Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages
Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28,Contact with nature and children’s wellbeing in educational settings
Social interaction, stress and attention may improve in one- to three-year-olds by free play in outdoor green space
Carrus, G., Pirchio, S., Passiatore, Y., Mastandrea, S., Scopelliti, M., Bartoli, G., (2012). Contact with nature and children’s wellbeing in educational settings. Journal of Social Sciences, 8(3),Observing young children’s creative thinking: Engagement, involvement and persistence
Outdoor play nurtures creative thinking in nursery school
Robson, S., Victoria Rowe, V., (2012). Observing young children’s creative thinking: Engagement, involvement and persistence. International Journal of Early Years Education, 20(4),Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness
Nature kindergarten nurtures a deep connection with nature
Elliot, E., Ten Eycke, K., Chan, S., Müller, U., (2014). Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness. Children, Youth and Environments, 24(2),Changes in latitude, changes in attitude: Analysis of the effects of reverse culture shock–a study of students returning from youth expeditions
Adolescent participation in science and adventure expeditions leads to reverse culture shock, but also life-lessons, and a compass for the future
Allison, P., Davis-Berman, J., Berman, D., (2012). Changes in latitude, changes in attitude: Analysis of the effects of reverse culture shock–a study of students returning from youth expeditions. Leisure Studies, 31(4),Attractive playgrounds: Some factors affecting user interest and visiting patterns
Play equipment develops children's interest in specific playgrounds, but other factors are more important in determining how much children actually visit playgrounds
Jansson, M., (2010). Attractive playgrounds: Some factors affecting user interest and visiting patterns. Landscape Research, 35(1),From play in nature, to recreation then vocation: A developmental model for natural history-oriented environmental professionals
Childhood play in the outdoors is related to adult career and recreational interests
James, J. J., Bixler, R. D., Vadala, C. E., (2010). From play in nature, to recreation then vocation: A developmental model for natural history-oriented environmental professionals. Children, Youth and Environments, 20(1),Biodiverse or barren school grounds: Their effects on children
Green schoolyards provide rich play environments
Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2),Children's active play: Self-reported motivators, barriers and facilitators
Girls' and boys' active play outdoors differs in terms of activities, location, and social context
Brockman, R., Jago, R., Fox, K., (2011). Children's active play: Self-reported motivators, barriers and facilitators. BMC Public Health, 11(461)A comparison of children with ADHD in a natural and built setting
Children with ADHD functioned better in the woods than in a built setting
Van Den Berg, A., Van Den Berg, C., (2011). A comparison of children with ADHD in a natural and built setting. Child: Care, Health and Development, 37(3),Let the children play: Scoping review on the implementation and use of loose parts for promoting physical activity participation
Loose parts in play environments can have a positive impact on children, but their influence on physical activity warrants further investigation
Houser, N.E., Roach, L., Stone, M.R., Turner, J., Kirk, S.F.L., (2016). Let the children play: Scoping review on the implementation and use of loose parts for promoting physical activity participation. AIMS Public Health, 3(4),MADE POSSIBLE WITH SUPPORT FROM:
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