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What are our boundaries and where can we play? Perspectives from eight- to ten-year-old Australian metropolitan and rural children
Rural and metropolitan children have different place experiences affecting their play and physical activity
MacDougall, C., Schiller, W., Darbyshire, P., (2009). What are our boundaries and where can we play? Perspectives from eight- to ten-year-old Australian metropolitan and rural children. Early Child Development and Care, 179(2),Vitamin D deficiency and anthropometric indicators of adiposity in school-age children: A prospective study
Vitamin D deficient children are more likely to become obese over time
Gilbert-Diamond, D., Baylin, A., Mora-Plazas, M., Marin, C., Arsenault, J. E., Hughes, M. D., Willett, W. C., Villamor, E., (2010). Vitamin D deficiency and anthropometric indicators of adiposity in school-age children: A prospective study. The American Journal of Clinical Nutrition, 92(6),Childhood experiences associated with care for the natural world: A theoretical framework for empirical results
Direct childhood experience and mentoring are key elements in adults' actions to benefit the environment
Chawla, L., (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children, Youth and Environments, 17(4),Beyond management and sustainability: Visitor experiences of physical accessibility in the Great Smoky Mountains National Park, USA
Improved accessibility and accurate information is key to marketing National Park experiences to visitors with disabilities
Chen, R. J. C., (2013). Beyond management and sustainability: Visitor experiences of physical accessibility in the Great Smoky Mountains National Park, USA. Journal of Management and Sustainability, 3(2),Spatial disparities in the distribution of parks and green spaces in the USA
Spatial access to parks and green space in areas with large minority populations or high levels of poverty varies across the US
Wen, M., Zhang, X., Harris, C.D., Holt, J.B., Croft, J.B., (2013). Spatial disparities in the distribution of parks and green spaces in the USA. Annals of Behavioral Medicine, 45(1),The geography of recreational open space: Influence of neighborhood racial composition and neighborhood poverty
Lack of recreational open space is associated with racial/ethnic makeup, but not socioeconomic level
Duncan, D.T., Kawachi, I., White, K., Williams, D.R., (2013). The geography of recreational open space: Influence of neighborhood racial composition and neighborhood poverty. Journal of Urban Health, 90(4),Site as experiential playground: Artistic research for a learning landscape
Structural elements of poetry create a unique framework for nature-based schoolyard design
Kingery–Page, K., Melvin, R., (2013). Site as experiential playground: Artistic research for a learning landscape. The International Journal of Pedagogy and Curriculum, 19(4),Why do so few minority people visit National Parks? Visitation and the accessibility of “America's Best Idea”
Geographical access is a limiting factor for minority visits to national parks
Weber, J., Sultana, S., (2013). Why do so few minority people visit National Parks? Visitation and the accessibility of “America's Best Idea”. Annals of the Association of American Geographers, 103(3),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),Biocentric reasoning in children: Implications in science and environmental education
Children express biocentric perspectives despite little exposure to animals in natural areas
Almedia, A., Strecht-Ribeiro, O., Vasconcelos, C., (2011). Biocentric reasoning in children: Implications in science and environmental education. Proceedings of the ESERA 2011 Conference: Science Learning and Citizenship., 8,Experience in local urban wildlife research enhances a conservation education programme with school children
Nature-based experiences with academic mentors in urban environments enhances students' awareness and interest
Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1),Adventure education and resilience enhancement
Adventure-based experiences may increase Latino youths' resilience and decrease bullying
Beightol, J., Jevertson, J., Carter, S., Gray, S., Gass, M., (2012). Adventure education and resilience enhancement. Journal of Experiential Education, 35(2),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),Promoting science outdoor activities for elementary school children: Contributions from a research laboratory
Children enjoy, but could use more practice with, nature-based scientific research
Boaventura, D., Faria, C., Chagas, I., Galvãoc, C., (2013). Promoting science outdoor activities for elementary school children: Contributions from a research laboratory. International Journal of Science Education, 35(5),Effects of integrating garden-based learning and E-learning into life education
Garden-based learning strengthens student's life learning and positive attitudes
Chen, M.L., Lou, S., Shih, R., (2013). Effects of integrating garden-based learning and E-learning into life education. Life Science Journal, 10(2),The youth adventure programming model
Literature review serves as basis for youth adventure program model
Deane, K. L., Harre, N., (2013). The youth adventure programming model. Journal of Research on Adolescence, 24(2),Moulding urban children towards environmental stewardship: the Table Mountain National Park experience
Participation in short-term nature-based learning activities promotes positive environmental attitudes for urban children
Ferreira, S., (2012). Moulding urban children towards environmental stewardship: the Table Mountain National Park experience. Environmental Education Research, 18(2),‘We don't enjoy nature like that’: Youth identity and lifestyle in the countryside
The case of mountain bikers: Not all youth experiences in nature lead to the same sense of nature connectedness
King, K., Church, A., (2013). ‘We don't enjoy nature like that’: Youth identity and lifestyle in the countryside. Journal of Rural Studies, 31,Promoting connectedness with nature through environmental education
Age and academic level may predict children's connectedness to nature and the success of environmental education in enhancing connectedness
Lieflander, A., Frohlich, G., Bogner, F. X., Schultz, P. W., (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3),Exploring the impact of a wilderness-based positive youth development program for urban youth
Week-long wilderness-based program promotes developmental assets for under-resourced urban youth
Norton, C. L., Watt, T. T., (2014). Exploring the impact of a wilderness-based positive youth development program for urban youth. Journal of Experiential Education, 37(4),Adventure therapy with youth
A review of youth-based adventure therapy programs offers recommendations for improvements
Norton, C. L., Tucker, A., Russell, K. C., Bettmann, J. E., Gass, M. A., Gillis, H. L., Behrens, E., (2014). Adventure therapy with youth. Journal of Experiential Education, 37(1),Animal-assisted literacy: A supportive environment for constrained and unconstrained learning
Animal-assisted learning programs offer unique social, emotional and academic support for student literacy development
Friesen, L., Delisle, E., (2012). Animal-assisted literacy: A supportive environment for constrained and unconstrained learning. Childhood Education, 88(2),Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom
Nature provides a meaningful context for integrated science and literacy learning and contributes to student achievement on standardized tests
Eick, C. J., (2012). Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7),Urban environmental education: Leveraging technology and ecology to engage students in studying the environment
Science self-efficacy and environmental stewardship of high school students improved through participation in an intensive summer urban ecology program
Barnett, M., Vaughn, M., Strauss, E., Cotter, L., (2011). Urban environmental education: Leveraging technology and ecology to engage students in studying the environment. International Research in Geographical and Environmental Education, 20(3),From job training to green jobs: A case study of a young adult employment program centered on environmental restoration in New York City, USA
Soft skills are just as important as technical skills in green-collar job training
Falxa-Raymond, N., Svendsen, E., Campbell, L., (2013). From job training to green jobs: A case study of a young adult employment program centered on environmental restoration in New York City, USA. Urban Forestry & Urban Greening, 12(3),The REAL team: A cooperative student training program in rapid ecological assessment
Ecological internship program is model for valuable educational and work experience
Farnsworth, E. J., Holsinger, K. E., Mehrhoff, L. J., Murray, N., Preston, J., Silander, J. A., (2001). The REAL team: A cooperative student training program in rapid ecological assessment. BioScience, 51(10),Community education and green jobs: Acknowledging existing connection
The development of green jobs and community education go hand in hand
Griswold, W., (2013). Community education and green jobs: Acknowledging existing connection. Adult Learning, 24(1),Higher education, adult learning, and greening of the economy
Higher education can serve as a testing ground for building a green economy
Koester, R., (2013). Higher education, adult learning, and greening of the economy. Adult Learning, 24(1),High school forestry education in the Pacific Northwest
High school forestry education is valuable venue for life skills development
Reeves, A. A., Wolf, K. J., (2013). High school forestry education in the Pacific Northwest. Journal of Forestry, 111(1),Role of internship in higher education in environmental sciences
Environmental science internships are complementary to university education
Scholz, R. W., Steiner, R., Hansmann, R., (2004). Role of internship in higher education in environmental sciences. Journal of Research in Science Teaching, 41(1),Adult learning meets the green economy: Lessons from a green jobs education project
Adult education for green jobs is successful, but basic skills are a prerequisite
Wagner, C., (2013). Adult learning meets the green economy: Lessons from a green jobs education project. Adult Learning, 24(1),California Conservation Corps offers youth career development opportunities
Conservation core program supports career development of youth not attending college
Stanley, S., (2002). California Conservation Corps offers youth career development opportunities. California Agriculture, 56(2),Framing ‘green jobs’ discourse: Analysis of popular usage
Concept of "green jobs" is not yet clearly defined or understood
Kouri, R., Clarke, A., (2012). Framing ‘green jobs’ discourse: Analysis of popular usage. Sustainable Development, 22(4),Child-orientated environmental education influences adult knowledge and household behaviour
Children's environmental education influences parental knowledge and household environmental behavior
Damerell, P., Howe, C., Milner-Gulland, E.J., (2013). Child-orientated environmental education influences adult knowledge and household behaviour. Environmental Research Letters, 8(1),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),Enhancing college students’ environmental sensibilities through online nature journaling
Nature journaling increases time in nature and environmental awareness for college students
Arnold, G., (2012). Enhancing college students’ environmental sensibilities through online nature journaling. Environmental Education Research, 18(1),Relationships between place attachment, place satisfaction and pro-environmental behaviour in an Australian national park
Pro-environmental behavior is correlated with place attachment and place satisfaction at Australian national park
Ramkissoon, H., David, L., Smith, G., Weilerd, B., (2013). Relationships between place attachment, place satisfaction and pro-environmental behaviour in an Australian national park. Journal of Sustainable Tourism, 21(3),Earth mothers (and fathers): Examining generativity and environmental concerns in adolescents and their parents
Concern for future generations supports environmental behavior in parents and their teens
Pratt, M. W., Norris, J. E., Alisat, S., Bisson, E., (2013). Earth mothers (and fathers): Examining generativity and environmental concerns in adolescents and their parents. Journal of Moral Education, 42(1),Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists
Life stories show relationships between environmental identity and generativity among environmental activitists and nonactivists
Alisat, S., Norris, J. E., Pratt, M. W., Matsuba, M. K., McAdams, D. P., (2014). Caring for the Earth: Generativity as a mediator for the prediction of environmental narratives from identity among activists and nonactivists. Identity: An International Journal of Theory and Research, 14(13),Connectedness as a core conservation concern: An interdisciplinary review of theory and a call for practice
Substantial research review calls for recognition of the importance of connection with nature for environmental conservation
Zylstra, M.J., Knight , A.T., Esler, K.J., Le Grange, L.L.L., (2014). Connectedness as a core conservation concern: An interdisciplinary review of theory and a call for practice. Springer Science Reviews, 2(1),Are nature lovers more innovative? The relationship between connectedness with nature and cognitive styles
Connectedness with nature is related to more innovative and holistic thinking styles
Leong, L.Y.C., Fischer, R., McClure, J., (2014). Are nature lovers more innovative? The relationship between connectedness with nature and cognitive styles. Journal of Environmental Psychology, 40,A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom
Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities
Dhanapal, S., Lim, C. C. Y., (2013). A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2),The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study
Third grade students significantly improve reading comprehension and retention when reading with a dog in an animal-assisted reading program
le Roux, M. C., Swartz, L., Swart, E., (2014). The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study. Child & Youth Care Forum, 43(6),Creativity in the wild: Improving creative reasoning through immersion in natural settings
Nature immersion enhances creative thinking and problem solving
Atchley, R.A., Strayer, D.L., Atchley, P., (2012). Creativity in the wild: Improving creative reasoning through immersion in natural settings. PLOS ONE, 7(12),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),Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation
Students' knowledge outcomes did not differ with a live animal present versus use of a film, but motivation to learn was enhanced with a live animal
Hummel, E., Randler, C., (2012). Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation. Journal of Science Education and Technology, 21(1),Fertile green: Green facilitates creative performance
Exposure to the color green enhances creativity.
Lichtenfeld, S., Elliot, A.J., Maier, M.A., Pekrun, R., (2012). Fertile green: Green facilitates creative performance. Personality and Social Psychology Bulletin, 38(6),Green and blue spaces and behavioral development in Barcelona schoolchildren: The BREATHE project
Children's time playing in nature and vegetation surrounding their home have positive effects on their behavior and reduce attributes of ADHD
Amoly, E., Dadvand, P., Forns, J., López-Vicente, M., Basagaña, X., Julvez, J., Alvarez-Pedrerol, M., Nieuwenhuijsen, M. J., Sunyer, J., (2014). Green and blue spaces and behavioral development in Barcelona schoolchildren: The BREATHE project. Environmental Health Perspectives, 122(12),Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences
Children perceive green playgrounds to be more restorative than built playgrounds
Bagot, K. L., Allen, F. C. L., Toukhasati, S., (2015). Perceived restorativeness of children's school playground environments: Nature, playground features and play period experiences. Journal of Environmental Psychology, 41,MADE POSSIBLE WITH SUPPORT FROM:
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