How matter comes to matter in children’s nature play: Posthumanist approaches and children’s geographies

The possibility that matter can act as an agent in the human/environment interaction may be helpful to researchers and practitioners in understanding and enhancing children’s nature play activities

Änggård, E., (2016). How matter comes to matter in children’s nature play: Posthumanist approaches and children’s geographies. Children's Geographies, 14(1), 77-90.

How does psychological restoration work in children? An exploratory study

Both place and activity influenced children’s perception of restorativeness in three different experimental conditions with varying degrees of naturalness

Berto, R., Pasini, M., Barbiero, G., (2015). How does psychological restoration work in children? An exploratory study. Journal of Child and Adolescent Behavior, 3(3)

Natural environments and childhood experiences promoting physical activity, examining the mediational effects of feelings about nature and social networks

Feelings about nature and social networks mediate the strength of other predictors of physical activity in natural environments.

Calogiuri, G., (2016). Natural environments and childhood experiences promoting physical activity, examining the mediational effects of feelings about nature and social networks. Journal of Environmental Research and Public Health, 13(4)

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.

Helping out on the land: Effects of children’s role in agriculture in reported psychological restoration

Having a work relationship with agricultural natural areas lowers children’s experience of restoration during their free time in those areas.

Collado, S., Staats, H., Sorrel, M. A., (2016). Helping out on the land: Effects of children’s role in agriculture in reported psychological restoration. Journal of Environmental Psychology, 45, 201-209.

Life trajectories of youth committing to climate activism

A concern for both nature and social justice influence youth to commit to climate change mitigation.

Fisher, S.R., (2016). Life trajectories of youth committing to climate activism. Environmental Education Research, 2(2), 229-247.

Curious play: Children’s exploration of nature

Curiosity, not risk, may be the motivating factor in children’s playful engagement with nature.

Gurholt, K.P., Sanderud, J.R., (2016). Curious play: Children’s exploration of nature. Journal of Adventure Education and Outdoor Learning, 16(4), 318-329.

Let’s play at the park! Family pathways promoting spiritual resources to inspire nature, pretend play, storytelling, intergenerational play and celebrations.

Playful activities in outdoor natural spaces can support the holistic development of young children and promote their spirituality.

Harris, K.I., (2016). Let’s play at the park! Family pathways promoting spiritual resources to inspire nature, pretend play, storytelling, intergenerational play and celebrations.. International Journal of Children's Spirituality.

Significant life experiences, motivations and values of climate change educators

People involved in climate change education and mitigation cite social justice issues as more motivating for action than concerns about the non-human environment and do not identify childhood experiences in nature as a major formative influence in their pro-environmental actions.

Howell, R.A., Allen, S., (2019). Significant life experiences, motivations and values of climate change educators. Environmental Education Research, 25(6), 813-831.

Rural, low-income mothers’ use of family-based nature activities to promote family health

Rural, low-income mothers identify access to free nature-based recreational opportunities as a major contributor to the health of individual family members and healthy family functioning

Izenstark, D, Oswald, R.F., Holman, E.G., Mendez, S.N., Greder, K.A., (2016). Rural, low-income mothers’ use of family-based nature activities to promote family health. Journal of Leisure Research, 48(12), 134-155.

Impact of views to school landscapes on recovery from stress and mental fatigue

Window views to green landscapes help high schoolers recover from attention fatigue and stress.

Li, D., Sullivan, W.C., (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148, 149-158.

Memories of vacant lots: How and why residents used informal urban green space as children and teenagers in Brisbane, Australia, and Sapporo, Japan

Compared to current concerns, adults reflecting on childhood express sufficient access to informal urban green space and few concerns about safety

Rupprecht, C.D.D., Byrne, J.A., Lo, A.Y., (2016). Memories of vacant lots: How and why residents used informal urban green space as children and teenagers in Brisbane, Australia, and Sapporo, Japan. Children's Geographies, 14(3), 340-355.

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.

Why do children not play in nearby nature? Results from a Norwegian survey

Parents identified social factors related to time pressures as a greater barrier for children’s engagement with nearby nature than accessibility and attributes in the physical landscape.

Skar, M., Wold, L.C., Gundersen, V., O’Brien, L., (2016). Why do children not play in nearby nature? Results from a Norwegian survey. Journal of Adventure Education and Outdoor Learning

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.

A Sociocultural investigation of the efficacy of outdoor education to improve learner engagement

Outdoor education program significantly improves self-concept

White, R., (2012). A Sociocultural investigation of the efficacy of outdoor education to improve learner engagement. Emotional and Behavioural Difficulties, 17(1), 13-23.

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.

Nature’s role in children’s spiritual development

Childhood experiences in nature enhance care for self and others and contribute to spiritual development

Schein, D., (2014). Nature’s role in children’s spiritual development. Children, Youth and Environments, 24(2), 78-101.

Reintroducing adventure into children's outdoor play environments

Adventure playgrounds foster healthy child development

Staempfli, M. B., (2009). Reintroducing adventure into children's outdoor play environments. Environment and Behavior, 41(2), 268-280.

‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones

Natural and mixed (natural combined with manufactured) playgrounds yield more opportunities for cognitive play, challenging experiences, and knowledge of the environment than traditional playgrounds.

Zamani, Z., (2016). ‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning, 16(2), 172-189.

Prevalence and associations of 25-Hydroxyvitamin D deficiency in US children: NHANES 2001-2004

Many U.S. children are vitamin D deficient and this deficiency is associated with cardiovascular risk factors

Kumar, J., Muntner, P., Kaskel, F. J., Hailpern, S. M., Melamed, M. L., (2009). Prevalence and associations of 25-Hydroxyvitamin D deficiency in US children: NHANES 2001-2004. Pediatrics, 124(3), e362-e370.

The participation of children, adolescents, and young adults in nature-based recreation

Early exposure to outdoor activities is a strong contributing factor to enduring participation in nature-based recreation

Lovelock, B., Walters, T., Jellum, C., Thompson-Carr, A., (2016). The participation of children, adolescents, and young adults in nature-based recreation. Leisure Sciences

The Thurston Family Project: Working with families through outdoor activities and resiliency training

Residential program at outdoor education center helps families with at risk-children

McManus, J., (2012). The Thurston Family Project: Working with families through outdoor activities and resiliency training. The Psychology of Education Review, 36(2), 40 - 45.

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.

Adventure programs and diverse family styles

Adventure programs enhance youths' perceived interest and psychological needs dependent, to some extent, on family style

Lee, K., Ewert, A., (2013). Adventure programs and diverse family styles. Journal of Experiential Education, 36(2), 123-138.

Strengthening families: Exploring the impacts of family camp experiences on family functioning and parenting

Family camps offer multiple benefits for parenting practices, family relationships and interaction with nature

Garst, B. A., Baughman, S., Franz, N. K, Seidel, R. W., (2013). Strengthening families: Exploring the impacts of family camp experiences on family functioning and parenting. Journal of Experiential Education, 36(1), 65-77.

Informal urban green space: Comparison of quantity and characteristics in Brisbane, Australia and Sapporo, Japan

Informal green space presents an opportunity for conservation, recreation and planning in urban areas

Rupprecht, C. D., Byrne, J. A., (2014). Informal urban green space: Comparison of quantity and characteristics in Brisbane, Australia and Sapporo, Japan. PLOS ONE, 9(6), 1 – 16.

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.

Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: Untapped potential?

A strengths-based approach to experiential education proves valuable for at-risk youth

Schreuder, E., Rijnders, M., Vaandrager, L., Hassink, J., Enders-Slegers, M., Kennedy, L., (2014). Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: Untapped potential?. International Journal of Adolescence and Youth, 19(2), 139 - 152.

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.

Child-initiated learning, the outdoor environment and the underachieving child

The outdoor environment is a promising context for change for teachers and their students labeled as under-achieving

Maynard, T., Waters, J., Clement, C., (2013). Child-initiated learning, the outdoor environment and the underachieving child. Early Years, 33(3), 212 - 225.

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.

The physical activity levels of preschool-aged children: A systematic review

Many preschoolers do not achieve recommended physical activity levels

Tucker, P., (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23(4), 547-558.

Grounds for movement: Green school grounds as sites for promoting physical activity

Green school grounds improve quantity and quality of elementary school children's physical activity

Dyment, J. E., Bell, A. C., (2008). Grounds for movement: Green school grounds as sites for promoting physical activity. Health Education Research, 23(6), 952-962.

Perspectives from the ground: Early childhood educators' perceptions of outdoor play spaces at child care centers

Early childhood educators prefer vegetated outdoor play spaces

Herrington, S., (2008). Perspectives from the ground: Early childhood educators' perceptions of outdoor play spaces at child care centers. Children, Youth and Environments, 18(2), 65-87.

The built environment: Designing communities to promote physical activity in children

Community design can promote and support children's physical activity

Binns, H. J., Forman, J. A., Karr, C. J., Osterhoudt, K., Paulson, J. A., Roberts, J. R., (2009). The built environment: Designing communities to promote physical activity in children. Pediatrics, 123(6), 1591-1598.

Independent mobility in relation to weekday and weekend physical activity in children aged 10-11 years: The PEACH Project

Children's independent mobility is significantly related to their weekday physical activity levels

Page, A. S., Cooper, A. R., Griew, P, Hillsdon, M., (2009). Independent mobility in relation to weekday and weekend physical activity in children aged 10-11 years: The PEACH Project. International Journal of Behavioral Nutrition and Physical Activity, 6(2)

A repeated measurement study investigating the impact of school outdoor environment upon physical activity across ages and seasons in Swedish second, fifth and eighth graders.

Vegetation and woodlands in schoolyards lead to increased physical activity levels in children, but the effects depend on gender

Pagels, P., Raustorp, A., Ponce De Leon, A., Mårtensson, F., Kylin, M., Boldemann, C., (2014). A repeated measurement study investigating the impact of school outdoor environment upon physical activity across ages and seasons in Swedish second, fifth and eighth graders.. BioMed Central Public Health, 14, 803.

School recess and group classroom behavior

Children's classroom behavior is better if they have recess

Barros, R. M., Silver, E. J., Stein, R. E. K., (2009). School recess and group classroom behavior. Pediatrics, 123(2), 431-436.

Children's pastimes and play in sixteen nations

Children's activities outside of school are similar across nations

Singer, D. G., Singer, J. L., D'Agostino, H., DeLong, R., (2009). Children's pastimes and play in sixteen nations. American Journal of Play, 1(3), 283-312.

Children's active free play in local neighborhoods: A behavioral mapping study

Children's active free play in their neighborhoods is complex

Veitch, J., Salmon, J., Ball, K., (2008). Children's active free play in local neighborhoods: A behavioral mapping study. Health Education Research, 23(5), 870-879.

Development and validation of the attitudes toward outdoor play scales for children

Scale for measuring children's attitudes toward outdoor play in nature has positive uses

Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., Zetts, C., (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science & Medicine, 133, 253-260.

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.

Race, ethnicity, and visitation to national parks in the United States: Tests of the marginality, discrimination, and subculture hypotheses with national-level survey data

Marginalization and cultural preferences are major reasons for low visitation to national parks by people of color

Krymkowski, D. H., Manning, R. E., Valliere, W. A., (2014). Race, ethnicity, and visitation to national parks in the United States: Tests of the marginality, discrimination, and subculture hypotheses with national-level survey data. Journal of Outdoor Recreation and Tourism, 7, 35-43.

Uncovering students’ environmental identity: An exploration of activities in an environmental science course

Environmental science course increases high school students' awareness and environmental identity

Blatt, E., (2014). Uncovering students’ environmental identity: An exploration of activities in an environmental science course. The Journal of Environmental Education, 45(3), 194-216.

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), 205-212.

A multidimensional investigation into children's optimal experiences with nature

Children's experiences with nature involve sensory, affective, cognitive and behavioral dimensions

Linzmayer, C. D., Halpenny, E. A., Walker, G. J., (2014). A multidimensional investigation into children's optimal experiences with nature. Landscape Research, 39(5), 481-501.