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The restorative outcomes of forest school and conventional school in young people with good and poor behaviour
Adolescents experience positive emotional change after spending time in an outdoor educational setting
Roe, J., Aspinall, P., (2011). The restorative outcomes of forest school and conventional school in young people with good and poor behaviour. Urban Forestry & Urban Greening, 10(3),The power of nature: Developing prosocial behavior toward nature and peers through nature-based activities
Children develop prosocial behavior through nature activities
Acar, I., Torquati, J., (2015). The power of nature: Developing prosocial behavior toward nature and peers through nature-based activities. Young Children, 70(5),Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten
Children engage in a variety of risk-taking behaviors at a Forest Kindergarten.
Coe, H. A., (2016). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 15(4),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),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),Outdoor environmental assessment of attention promoting settings for preschool children
Green environments have attention promoting value for preschool children
Martensson, F., Boldemann, C., Soderstrom, M., Blennow, M., Englund, J.-E., Grahn. P., (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4),Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places
Researcher finds no contradiction between environmental learning and taking children outdoors to play freely in natural environments
Jørgensen, K-A., (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8),Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole
The Danish udeskole is more integrated in the national educational system than are Forest Schools in England
Waite, S., Bolling, M., Bensten, P., (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6),Nature by default in early childhood education for sustainability
Early childhood education for sustainability calls for more meaningful engagement of children with nature.
Elliott, S., Young, T., (2016). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1),What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?
Nature preschools in Norway spend a large amount of time in nature and allow the children a significant amount of freedom and trust
Lysklett, O.B., Berger, H.W., (2016). What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?. Journal of Adventure Education and Outdoor LearningThe impacts of outdoor learning activities on children's self development
Study from Indonesia indicates that outdoor learning has a positive impact on young children’s development
Sari, A.N.I., (2016). The impacts of outdoor learning activities on children's self development. ELT Perspective, 4(1),A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’
Students in an outdoor class show improved social relations both at the time of participation and over a longer period of time
Hartmeyer, R., Mygind, E., (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. Journal of Adventure Education and Outdoor Learning, 16(1),The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries
An environmental justice framework can be an effective way to create motivation for action and help youth better understand the complexity of global climate change and sustainability
Riemer, M., Voorhees, C., Dittmer, L., Alisat, S., Alam, N., Sayal, R., Bidisha, S.H., De Souza, A., Lynes, J., Metternich, A., Mugagga, F., Schweizer-Ries, P., (2016). The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries. Ecopsychology, 8(3),Where do the children play?: An investigation of the intersection of nature, early childhood education and play
Interest in nature’s role in early childhood is gaining momentum after an uneven past
Brown, J.M., Kaye, C., (2017). Where do the children play?: An investigation of the intersection of nature, early childhood education and play. Early Child Development and Care, 187(5-6),Young children’s ideas about environment: Perspectives from three early childhood educational settings
Study finds environmental sustainability education effective with young children
Madden, L., Liang, J., (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23(8),Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy
Although requiring clarification, the concept of "affordances" is important in planning outdoor playspaces
Lerstrup, I., van den Bosch, C.K., (2016). Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy. Landscape Research, 42(1),Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance
Engaging children as “agents of change” for the environment should be based on a consideration of structural and relational dimensions of environmental knowledge transmission
Walker, C., (2017). Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance. Children & Society, 31,The nature of udeskole: Outdoor learning theory and practice in Danish schools
Outdoor education in the context of Danish "udeskole" provides insights into best practices and practical challenges
Bensten, P., Jensen, F. S., (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3),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),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),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),Education for sustainable development in early childhood education: A review of the research literature
A research review of early childhood education for sustainability illustrates teachers’ differing definitions and changes in practice over time
Hedefalk, M., Almqvist, J., Ostman, L., (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7),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)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),Geotheorizing mountain-child relations within anthropogenic inheritances
Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world
Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5),Love and social justice in learning for sustainability
Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world
Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and EducationThe perception, management and performance of risk amongst Forest School educators
Forest School educators altered their risk management practices in response to competing conceptions of childhood and risk
Connolly, M., Haughton, C., (2017). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education, 38(2),Education for sustainable development, nature, and vernacular learning
Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet
Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1),Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors
Sustainable school design promotes students’ pro-environmental attitudes and behaviors
Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51,Are young children's utterances affected by characteristics of their learning environments? A multiple case study
Preschool children use richer language in a natural environment than in indoor or outdoor classrooms
Richardson, T., Murray, J., (2017). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care, 187(3-4),No-self, natural sustainability and education for sustainable development
Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world
Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5),'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability
Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning
Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2),Identifying and characterizing risky play in the age one-to-three years
The existing definition and characteristics of risky play may not be useful for one-year-olds
Kleppe, R., Melhuish, E., Sandseter, E.B.H., (2017). Identifying and characterizing risky play in the age one-to-three years. European Early Childhood Education Research Journal, 25(3),Cultural transmission at nature kindergartens: Foraging as a key ingredient
Educational benefits of foraging include the transmission of culture and strengthening children’s connection with nature
Nugent, C., Beames, S., (2015). Cultural transmission at nature kindergartens: Foraging as a key ingredient. Canadian Journal of Environmental Education, 20,'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school
Children’s deep emotional connection with nature generates a strongly protective disposition
Rios, C., Menezes, I., (2017). 'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10),Outdoor learning spaces: The case of forest school
Outdoor space provides new opportunities for children and teachers to interact in a way that stimulates both teaching and learning
Harris, F., (2017). Outdoor learning spaces: The case of forest school. AREAThe matter of the stick: Storying/(re)storying children's literacies in the forest
In the context of forest school pedagogy, post humanism and the common worlds framework suggest that children’s learning is about, through and with the elements of the forest
Harwood, D., Collier, D.R., (2017). The matter of the stick: Storying/(re)storying children's literacies in the forest. Journal of Early Childhood Literacy, 17(3),Sustainability by default: Co-creating care and relationality through early childhood education
Early childhood education for sustainability can benefit from earlier pedagogical traditions focusing on connectivity, care, and crossing boundaries
Wals, A.E.J., (2017). Sustainability by default: Co-creating care and relationality through early childhood education. International Journal of Early Childhood, 49,Thrown together: Incorporating place and sustainability into early literacy education
Literacy learning can be broadened to integrate issues of sustainability
Schmidt, C., (2017). Thrown together: Incorporating place and sustainability into early literacy education. International Journal of Early Childhood, 49(2),The importance of children interacting with big nature
Deepening children’s interaction with nature addresses the issue of environmental generational amnesia
Kahn, P.H., Weiss, T., (2017). The importance of children interacting with big nature. Children, Youth and Environments, 27(2),Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten
Developing and implementing a Nature Kindergarten provided new opportunities for students and teachers to deepen their connections with place
Elliot, E., Krusekopt, F., (2017). Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten. International Journal of Early ChildhoodHow to educate children for sustainable learning and for a sustainable world
Sustainable learning should be integrated into everyday practices with young children
Pramling Samuelsson, I., Park, E., (2017). How to educate children for sustainable learning and for a sustainable world. International Journal of Early Childhood, 49(3),Effects of nature kindergarten attendance on children's functioning
Attending a nature kindergarten may enhance children’s locomotor and social skills
Müller, U., Temple, V.A., Smith, B., Kerns, K., Ten Eycke, K., Crane, J., Sheehan, J., (2017). Effects of nature kindergarten attendance on children's functioning. Children, Youth and Environments, 27(2),Comparing classroom context and physical activity in nature and traditional kindergartens
Natural learning environments promote physical activity more than traditional learning environments
Meyer, J., Müller, U., Macoun, S., (2017). Comparing classroom context and physical activity in nature and traditional kindergartens. Children, Youth and Environments, 27(3),Affordances guiding Forest School practice: The application of the ecological dynamics approach
Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice
Sharma-Brymer, V., Brymer, E., Gray, T., Davids, K., (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21,Early childhood education in the outdoors in Aotearoa New Zealand
Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand
Alcock, S., Ritchie, J., (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21,First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools
Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning
MacEachren, Z., (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21,A critique of "Forest School" or something lost in translation
Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning
Leather, M., (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5),Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies
Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., Fargher, D., (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1),MADE POSSIBLE WITH SUPPORT FROM:
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