The memorable nature experiences of youth: A phenomenological approach to visualized and written experiences

Adolescents living in an urban environment appreciate the well-being benefits of nature and look to nature for stress relief

Puhakka, R., Hakoköngäs, E., Peura, S., (2023). The memorable nature experiences of youth: A phenomenological approach to visualized and written experiences. Journal of Youth Studies

Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective

Unsupervised, risky play in dangerous communities may pose hazards to children

Janik, A., (2022). Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective. Journal of Adventure Education and Outdoor Learning

Harvesting good medicine: Internalizing and crystalizing core cultural values in young children

Children’s involvement in harvesting deepens their connection to cultural identity and values

Lunda, A., Green, C., (2020). Harvesting good medicine: Internalizing and crystalizing core cultural values in young children. Ecopsychology, 12(2)

Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children

“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children

Lee, C. K., Bailie, P. E., (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4), 147-158.

Attachment, nature, and the young child's felt sense of God

Attachment to nature through sensory experiences may help a young child develop a felt sense of God

Christian, B. J., (2020). Attachment, nature, and the young child's felt sense of God. Journal of Research on Christian Education, 29(1), 47-60.

Applying the pathways to nature connectedness at a societal scale: A leverage points perspective

A “pathways to nature connectedness” framework can inform different segments of society on how to be more effective in fostering closer human-nature relationships

Richardson, M., Dobson, J., Abson, D. J., Lumber, R., Hunt, A., Young, R., Moorhouse, B., (2020). Applying the pathways to nature connectedness at a societal scale: A leverage points perspective. Ecosystems and People, 16(1), 387-401.

Designing an impactful sensory garden for children and youth with autism spectrum disorder

Sensory gardens can be therapeutic environments for children with autism as well as welcoming spaces for all ages and abilities

Wagenfeld, A., Sotelo, M., Kamp, D., (2019). Designing an impactful sensory garden for children and youth with autism spectrum disorder. Children, Youth and Environments, 29(1), 137-152.

Physiological benefits of viewing nature: A systematic review of indoor experiments

Physiological responses to viewing nature support the usefulness of nature therapy for preventive medicine

Jo, H., Song, C., Miyazaki, Y., (2019). Physiological benefits of viewing nature: A systematic review of indoor experiments. International Journal of Environmental Research and Public Health, 16

Experiencing the outdoors: Embodied encounters in the Outward Bound Trust

Young people interpret outdoor education practices through bodily encounters with the natural environment

Hickman Dunne, J., (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3), 279-291.

Adventure education as aesthetic experience

Adventure education as an aesthetic experience includes three defining qualities: sensory encounters, full attention and aesthetic paradox

Ingman, B.C., (2018). Adventure education as aesthetic experience. Journal of Adventure Education and Outdoor Learning

Analyzing teacher narratives in early childhood garden-based education

A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs

Murakami, C.D., Su-Russell, C., Manfra, L., (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1), 18-29.

A framework to assess where and how children connect to nature

Designing green infrastructure for connecting children with nature requires an understanding of what’s needed to nurture such connections

Giusti, M., Svane, U., Raymond, C.M., Beery, T.H., (2018). A framework to assess where and how children connect to nature. Frontiers in Psychology

A review of the benefits of nature experiences: More than meets the eye

Investigations into the benefits of nature to humans should consider how such benefits are delivered through the full range of our senses

Franco, L.S., Shanahan, D.F., Fuller, R.A., (2017). A review of the benefits of nature experiences: More than meets the eye. International Journal of Environmental Research and Public Health, 14(8)

An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event

Real field trips provide better overall learning environments than virtual field trips

Harrington, M. C. R., (2009). An ethnographic comparison of real and virtual reality field trips to Trillium Trail: The salamander find as a salient event. Children, Youth and Environments, 19(1), 74-101.

The role of green spaces and their management in a child-friendly urban village

Children identify both social and physical qualities as critical elements of child-friendly green spaces

Jansson, M., Sundevall, E., Wales, M., (2016). The role of green spaces and their management in a child-friendly urban village. Urban Forestry & Urban Greening, 18(1), 228-236.

Experts’ versus laypersons’ perception of urban cultural ecosystem services

Experts focus on practical value of, laypersons on enjoyment and emotional connection to, urban green space

Riechers, M., Noack, E.M., Tscharntke, T., (2016). Experts’ versus laypersons’ perception of urban cultural ecosystem services. Urban Ecosystems, 1-13.

Enabling play friendly places

Creating “play friendly places” can be an effective way to counteract some of the deterrents to active outdoor play

Donovan, J., (2016). Enabling play friendly places. Environment Design Guide, 87

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.

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.

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.