Benefits of nature contact for children

Research findings make a compelling case for incorporating into community plans provisions for access to nature in the places where children live, play, and learn

Chawla, L., (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.

Hearing ancestral voices through creative art –A tool for environmental education for sustainability

The arts and community involvement were used to demonstrate a culturally relevant approach to environmental education.

Silo, N., Khudu-Petersen, K., (2016). Hearing ancestral voices through creative art –A tool for environmental education for sustainability. International Journal of Education & the Arts, 17(9), 1-21.

The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools

A school garden intervention – consisting of both garden-related lessons and gardening activities – had a positive effect on children’s knowledge of plant science and nutritional science

Wells, N.M., Myers, B.M., Todd, L.E., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Henderson, C.R., Tse, C., Pattison, K.O., Taylor, C., Connerly, L., Carson, J.B., Gensemer, A.Z., Franz, N.K., (2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. International Journal of Science Education, 37(17), 2858-2878.

Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology

Zoo visits with guided instruction increase student learning

Randler, C., Kummer, B., Wilhelm, C., (2012). Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology. Journal of Science Education and Technology, 21(3), 384 - 391.

A post-occupancy study of nature-based outdoor classrooms in early childhood settings

Nature-based outdoor classrooms enhance children's learning, behavior and developmental outcomes

Dennis, Jr. S. F., Wells, A., Bishop, C., (2014). A post-occupancy study of nature-based outdoor classrooms in early childhood settings. Children, Youth and Environments, 24(2), 35-52.

Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors

Informal learning enhances intergenerational nature-based experiences

Zimmerman, H. T., McClain, L. R., (2014). Intergenerational learning at a nature center: Families using prior experiences and participation frameworks to understand raptors. Environmental Education Research, 20(2), 177-201.

Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework

Field trip in natural environments (FiNE) framework offers means to plan and assess nature-based educational trips

Morag, O., Tal, T., (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 745 - 777.

Changing spaces, changing relationships: The positive impact of learning out of doors

Outdoor learning influences teacher attitudes as well as student behavior and engagement with learning

Scott, G., Colquhoun, D., (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Australian Journal of Outdoor Education, 17(1), 47 - 53.

Environmental, institutional, and demographic predictors of environmental literacy among middle school children

Quality environmental educational programming, time outdoors, and teacher training predict environmental literacy

Stevenson, K. T., Peterson, M. N., Bondell, H. D., Mertig, A. G., Moore, S. E., (2013). Environmental, institutional, and demographic predictors of environmental literacy among middle school children. PLOS One, 8(3), e59519.

Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010

Garden and green space learning improves educational outcomes

Williams, D. R., Dixon, P. S., (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 1 -25.

The impact of environmental education on sense of place among urban youth

Urban environmental education programs shown to improve ecological place meaning

Kudryavtsev, A., Krasny, M., Stedman, R., (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4), 1 - 15.

When nature nurtures children: Nature as a containing and holding space

Nature-based resettlement initiatives can help immigrant children build resilience and attachment

Hordyk, S. R., Dulude, M., Shem, M., (2015). When nature nurtures children: Nature as a containing and holding space. Children's Geographies, 13(5), 571-588.

Memories as useful outcomes of residential outdoor environmental education

Residential outdoor environmental education positively influences students' self-perception and environmental awareness

Liddicoat, K. R., Krasny, M. E., (2014). Memories as useful outcomes of residential outdoor environmental education. The Journal of Environmental Education, 45(3), 178-193.

Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues

Screen-time significantly impacts adolescents' ability to assess face-to-face nonverbal social and emotional cues

Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., Greenfield, P. M., (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392.

School gardens enhance academic performance and dietary outcomes in children

Garden-based learning can positively impact academic performance and promote fruit and vegetable consumption

Berezowitz, C.K., Yoder, A.B.B., Scholler, D.A., (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508-518.

Physical education, school physical activity, school sports and academic performance

Allocating time to physical activity in school does not negatively impact academic achievement

Trudeau, F.,, Shephard, R. J., (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(10)

Outdoor education and science achievement

Outdoor learning experiences can promote science content knowledge and positive environmental attitudes

Rios, J.M., Brewer, J., (2014). Outdoor education and science achievement. Applied Environmental Education & Communication, 13(4), 234-240.

Grounds for health: The intersection of green school grounds and health-promoting schools

Green school grounds promote the holistic development and health of children

Bell, A.C., Dyment, J.E., (2008). Grounds for health: The intersection of green school grounds and health-promoting schools. Environmental Education Research, 14(1), 77-90.

Long-term educational programs in nature parks: Characteristics, outcomes and challenges

Long-term nature-based educational programs achieve student satisfaction and conservation awareness despite little tie to curriculum

Morag, O., Tal, T., Rotem-Keren, T., (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental & Science Education, 8(3), 427 - 449.

Growing up green: Becoming an agent of care for the natural world

Motivation, efficacy and knowledge predict children's development of concern for the natural world

Chawla, L., (2009). Growing up green: Becoming an agent of care for the natural world. Journal of Developmental Processes, 4(1), 6-23.

Social justice in outdoor experiential education: A state of knowledge review

Outdoor experiential education is challenged to address issues of social justice

Warren, K., Roberts, N., Breunig, M., Alvarez, M. A. G., (2014). Social justice in outdoor experiential education: A state of knowledge review. Journal of Experiential Education, 37(1), 89-103.

Creating an early childhood nature-based play space—A success story

Adult learning theories explain childcare center director's motivation to act on schoolyard greening professional development

Munroe, E., (2013). Creating an early childhood nature-based play space—A success story. LEARNing Landscapes, 7(1), 249 - 267.

Participatory landscape design Detroit: A tool for environmental education and action

Student leadership in school yard revitalization is tied to increased student knowledge, perceived efficacy and positive design outcomes

Bartlett, M., (2014). Participatory landscape design Detroit: A tool for environmental education and action. Michigan Journal of Sustainability, 2, 95 - 101.

Experiencing nature in children’s summer camps: Affective, cognitive and behavioral consequences

Nature exposure, more so than environmental education, influences pro-environmental attitudes and behavioral intentions of summer campers

Collado, S., Staats, H., Corraliza, J. A., (2013). Experiencing nature in children’s summer camps: Affective, cognitive and behavioral consequences. Journal of Environmental Psychology, 33, 37-44.

Garden-based learning: An experience with “at risk” secondary education students

Garden-based learning associated with improved academic performance and teacher-observed self-confidence and self-esteem in at-risk students

Ruiz-Gallardo, J., Verde, A., Valdes, A., (2013). Garden-based learning: An experience with “at risk” secondary education students. The Journal of Environmental Education, 44(4), 252-270.

Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing

Exposure to greenness surrounding schools benefits student academic achievement in both Math and English

Wu, C-D., McNeely, E., Cedeño-Laurent, J. G., Pan, W-C., Adamkiewicz, G., Dominici, F., Candice Lung, S-C., Su, H-J., Spengler, J. D., (2014). Linking student performance in Massachusetts elementary schools with the "greenness" of school surroundings using remote sensing. PLOS ONE, 9(10)

White privilege in experiential education: A critical reflection

Increasing diversity in the outdoors is not enough when experiential education traditionally privileges majority participants

Rose, J., Paisley, K., (2012). White privilege in experiential education: A critical reflection. Leisure Sciences, 34(2), 136-154.

The place of outdoor play in a school community: A case study of recess values

Children develop a sense of competence playing in the woods

Stanley, E., (2011). The place of outdoor play in a school community: A case study of recess values. Children, Youth and Environments, 21(1), 185-211.

Student performance and high school landscapes: Examining the links

Exposure to nature during school hours is positively associated with high school student performance

Matsuoka, R.H., (2010). Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, 97(4), 273-282.

The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools

Greening of a schoolyard results in improved well-being and diminished physiological stress

Kelz, C., Evans, G. W., Röderer, K., (2013). The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools. Environment and Behavior, 47(2), 119-139.

Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children

School garden program positively influenced development of skills in teamwork and self-understanding

Robinson, C.W., Zajicek, J.M., (2005). Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. HortTechnology, 15(3), 453-457.

Yesterday’s conservationists: How were they educated about the outdoors and the environment?

Factors influencing environmental attitudes of historic conservationists include interaction with nature, family and education.

Place, G.S., (2016). Yesterday’s conservationists: How were they educated about the outdoors and the environment?. Journal of Adventure Education and Outdoor Learning

Nature and the life course: Pathways from childhood nature experiences to adult environmentalism

Childhood nature experiences may be an important pathway to adult environmental attitudes and behaviors

Wells, N. M., Lekies, K. S., (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1), 41663.

Using online narratives to explore participant experiences in a residential environmental education program

Blog entries indicated that connection to place, personal growth, and identity were critical aspects of children’s participation in a residential environmental education program.

Ardoin, N.M., DiGiano, M, O'Connor, K., Holthuis, N., (2016). Using online narratives to explore participant experiences in a residential environmental education program. Children's Geographies, 14(3), 263-281.

Garden affordances for social learning, play, and for building nature-child relationship

Child-directed non-structured play is important in promoting pro-social learning opportunities, development and connection with nature

Laaksoharju, T., Rappe, E., Kaivola, T., (2012). Garden affordances for social learning, play, and for building nature-child relationship. Urban Forestry & Urban Greening, 11, 195-203.

Understanding non-traditional forest recreation: The role of constraints and negotiation strategies among racial and ethnic minorities

Forest managers can better engage users from groups under-represented in forest recreation by improving information and transportation access for outdoor recreation

Metcalf, E. C., Burns, R. C., Graefe, A. R., (2013). Understanding non-traditional forest recreation: The role of constraints and negotiation strategies among racial and ethnic minorities. Journal of Outdoor Recreation and Tourism, 29-39.

The influence of the neighborhood physical environment on early child health and development: A review and call for research

Research shows a positive association between neighborhood physical environment and early child health and development

Christian, H., Zubrick, S.R., Foster, S., Giles-Corti, B., Bill, F., Wood, L., Knuiman, M., Brinkman, S., Houghton, S., Boruff, B., (2015). The influence of the neighborhood physical environment on early child health and development: A review and call for research. Health & Place, 33, 25-36.

The schoolyard habitat movement: What it is and why children need it

Schoolyard habitat projects bring natural benefits to school and students

Rivkin, M., (1997). The schoolyard habitat movement: What it is and why children need it. Early Childhood Education Journal, 25(1), 61-66.

The nature play zone at Indiana Dunes National Lakeshore: A case study

Park's natural play space encourages unstructured, creative, cooperative play and exploration

Swift, K., (2013). The nature play zone at Indiana Dunes National Lakeshore: A case study. Park Science, 30(2), 48-51.

Nature and health

More research is needed on the population-level health benefits of contact with nature

Hartig, T., Mitchell, R., de Vries, S., Frumkin, H., (2014). Nature and health. Annual Review of Public Health, 35, 207-228.

Educational impact on the relationship of environmental knowledge and attitudes

Children with less exploitative attitudes towards the environment learn more about specific ways to protect the environment.

Liefländer, A.K., Bogner, F.X., (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research

Exploring the outdoors together: Assessing family learning in environmental education

Family collaboration enhances learning during nature walks

Zimmerman, H. T., McClain, L. R., (2014). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41(2014), 38-47.

The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience

Canine-assisted literacy program increases student reading engagement, improving student academic performance in both reading accuracy and comprehension

Fisher, B., Cozens, M., (2014). The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience. Literacy Learning: The Middle Years, 22(1), 70 - 80.

Encouraging play in the natural environment: A child-focused case study of forest school

Forest school nature play offers multiple benefits for six and seven year old children

Ridgers, N., Knowles, Z., Sayers, J., (2012). Encouraging play in the natural environment: A child-focused case study of forest school. Children's Geographies, 10(1), 49 - 65.

Middle years students' experiences in nature: A case study on nature-play

Access to other children and frequent visits affect children's perceptions of nature play

Francis, M., Paige, K., Lloyd, D., (2013). Middle years students' experiences in nature: A case study on nature-play. Teaching Science, 59(2), 20-30.

The benefits of children's engagement with nature: A systematic literature review

Playful styles of nature engagement yield multiple benefits for children

Gill, T., (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10-34.

The land is my school: Children, history, and the environment in the Canadian province of British Columbia

Archival letters reveal children’s learning from their engagement with the land.

Díaz-Díaz, C., Gleason, M., (2016). The land is my school: Children, history, and the environment in the Canadian province of British Columbia. Childhood, 23(2), 272-285.

Community garden: A bridging program between formal and informal learning

Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.

Datta, R., (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3(1)

Nature playscapes as contexts for fostering self-determination

Nature playscapes encourage creativity, problem-solving and self-determination

Kochanowski, L., Carr, V., (2014). Nature playscapes as contexts for fostering self-determination. Children, Youth and Environments, 24(2), 146-167.

A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature

A proposed study aims to measure the effectiveness of “connectedness to nature” as a factor in promoting physical activity and healthy eating in young children.

Sobko, T., Tse, M., Kaplan, M., (2016). A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature. BMC Public Health, 16