'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), 1402-1413.

Between indigenous and non-indigenous: Urban/nature/child pedagogies

Integrating indigenous perspectives and environmental education broadens place-based pedagogies

Somerville, M., Hickey, S., (2017). Between indigenous and non-indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10), 1427-1439.

Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions

Regular classes in outdoor settings can promote students’ learning, health, social development, and concern for the environment

Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., Mess, F., (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14

Sowing seeds for healthier diets: Children's perspectives on school gardening

Including children in the planning and evaluation of school gardening and other health promotion programs may improve their effectiveness

Nury, E., Sarti, A., Dijkstra, C., Seidell, J., Dedding, C., (2017). Sowing seeds for healthier diets: Children's perspectives on school gardening. International Journal of Environmental Research and Public Health, 14

Impact of school gardens in Nepal: A cluster randomised controlled trial

School garden program in Nepal raised awareness and knowledge of and preferences for fruit and vegetables but did not result in increased consumption of fruit and vegetables

Schreinemachers, P., Bhattarai, D.R., Subedi, G.D., Acharya, T.P., Chen, H-p., Yang, R-y., Kashichhawa, N.K., Dhungana, U., Luther, G.C., Mecozzi, M., (2017). Impact of school gardens in Nepal: A cluster randomised controlled trial. Journal of Development Effectiveness, 9(3), 329-343.

The role of outdoor education in child development in Italian nursery schools

Outdoor activities may be more effective in promoting early child development than indoor activities

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867-882.

The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools

School grounds can be used for the dual purpose of enhancing student learning and increasing the biodiversity of organisms

Clayburn, J., Koptur, S., O'Brien, G., Whelan, K.R.T., (2017). The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools. Southeastern Naturalist, 16(10), 26-46.

Nature by design: Playscape affordances support the use of executive function in preschoolers

The affordances of natural play spaces can support the development of executive function in preschool children

Carr, V., Brown, R.D., Schlembach, S., Kochanowski, L., (2017). Nature by design: Playscape affordances support the use of executive function in preschoolers. Children, Youth and Environments, 27(2), 25-46.

Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres

Nature-based risky play can promote young children’s development

Brussoni, M., Ishikawa, T., Brunelle, S., Herrington, S., (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology, 54, 139-150.

Effects of school gardening lessons on elementary school children's physical activity and sedentary time

Garden-based lessons may increase students’ physical activity and decrease their sedentary time without interrupting learning time

Rees-Punia, E., Holloway, A., Knauft, D., Schmidt, M.D., (2017). Effects of school gardening lessons on elementary school children's physical activity and sedentary time. Journal of Physical Activity and Health, 14(12), 959-964.

Promoting school connectedness among minority youth through experience-based urban farming

Experiential learning through urban farming may promote school connectedness of at-risk students

Fifolt, M., Morgan, A.F., Burgess, Z.R., (2017). Promoting school connectedness among minority youth through experience-based urban farming. Journal of Experiential Education

'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption

School gardening may contribute to children’s intrinsic motivation to eat more vegetables

Sarti, A., Dijkstra, C., Nury, E., Seidell, J.C., Dedding, C., (2017). 'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption. Children & Society, 31(6), 429-440.

School gardens in the city. Does environmental equity help close the achievement gap?

School gardens could serve as gateways to reducing the academic achievement gap

Ray, R., Fisher, D.R., Fisher-Maltese, C., (2016). School gardens in the city. Does environmental equity help close the achievement gap?. Du Bois Review: Social Science Research on Race, 13(2), 379-395.

Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens

A new materialist view of the child-nature relationship assigns vitality to non-human materials

Arvidsen, J., (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's Geographies

School gardens: A qualitative study on implementation practices

School personnel and students, while positive about having a school garden, make suggestions for improved implementation

Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., De Lepeleere, S., (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12)

Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program

School gardens can promote well-being, including interpersonal relations and empathy for nature

Dyg, P.M., Wistoff, K., (2018). Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191.

Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity

Biodiverse edible schools link local urban nature and healthy food

Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., Nowikow, U., Schutze, B., Voigt, P., Volker, S., Kowarik, I., (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening

Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership

Experimental evidence provides some support for nature-based interventions in improving academic performance in language arts and science

Camasso, M.J., Jagannathan, R., (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 30-42.

Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus

Attending to student psychological needs may increase effectiveness of environmental education programs in promoting pro-environmental motivation and intention

Christodoulou, A., Korfiatis, K., (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication

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.

Obstacles for school garden program success: Expert consensus to inform policy and practice

A consensus-driven process for identifying obstacles to the success of school gardens can inform policy and practice

Diaz, J.M., Warner, L.A., Webb, S., Barry, D., (2019). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication, 18(3), 195-206.

The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools

School gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment

Wells, N.M., Meyers, B.M., Todd, L.E., Henderson, C.R., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Tse, C.C., Ostlie Pattison, K., Hendrix, L., Carson, J.B., Taylor, C., Franz, N.K., (2018). The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive Medicine

Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools

Students’ motivational experiences in garden-based learning predict science engagement, learning and achievement

Williams, D.R., Brule, H., Kelley, S.S., Skinner, E.A., (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8)

A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence

School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions

Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)

Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences

Forest gardens in urban settings can promote outdoor education goals with less investment of resources than for traditional school gardening and forest excursions

Almers, E., Askerlund, P., Kjellstrom, S., (2018). Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 242-259.

Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy

Inquiry-based learning in the outdoor classroom may promote children’s autonomy

MacDonald, K., Breunig, M., (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education

Sustaining schoolyard pedagogy through community academic partnerships

Schoolyard-focused community academic partnerships can be effective in enhancing students’ understanding of ecological principles and increasing their awareness of environmental issues

Breunig, M.C., (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3), 467-490,.

Children on green schoolyards: Nature experience, preferences, and behavior

Nature experiences occur on green schoolyards, but nature-related preferences and behaviors differ by age and gender

Raith, A., (2017). Children on green schoolyards: Nature experience, preferences, and behavior. Children, Youth and Environments, 27(1), 91-111.

A forest-based environment as a site of literacy and meaning making for kindergarten children

A forest environment provides kindergarten children with rich opportunities for literacy and meaning making

Streelasky, J., (2018). A forest-based environment as a site of literacy and meaning making for kindergarten children. Literacy

Young children claiming their connection with nonhuman nature in their schoolground

Four-year-old children express an authentic need for connecting with nonhuman nature in their schoolground

Tsevreni, I., Tigka, A., (2018). Young children claiming their connection with nonhuman nature in their schoolground. Children, Youth and Environments, 28(1), 119-127.

Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children

The stress-reducing influence of natural environments may be situation-specific

Mygind, L., Stevenson, M.P., Liebst, L.S., Konvalinka, I., Bentsen, P., (2018). Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children. International Journal of Environmental Research and Public Health, 15(6)

Perceptions of school-based kitchen garden programs in low-income African American communities

School-based kitchen garden programs may positively influence individual, social and physical environmental factors contributing to obesity

Knapp, M.B., Hall, M.T., Mundorf, A.R., Partridge, K.L., Johnson, C.C., (2018). Perceptions of school-based kitchen garden programs in low-income African American communities. Health Promotion Practice

A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children

Horticultural intervention using garden-based activities may be effective in promoting mental and emotional well-being of children experiencing emotional and social difficulties

Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., Bristow, K., (2018). A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18

Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision

School/university collaboration results in a children-led vision of a school playground

Menconi, M.E., Grohmann, D., (2018). Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision. Thinking Skills and Creativity, 29, 71-86.

Nature-based learning for student achievement and ecological citizenship

Nature-based learning recognizes and addresses the needs of both students and the natural world

Chawla, L., (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1 & 2)

School gardens in the United States: Current barriers to integration and sustainability

Time and staff concerns are primary barriers to school gardening success

Burt, K.G., Luesse, H.B., Rakoff, J., Ventura, A., Burgermaster, M., (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public Health

The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools

Disadvantaged youth showed improved academic performance after participating in an environmental and science education program using a head-heart-hands approach

Jagannathan, R., Camasso, M.J., Delacalle, M., (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66, 53-62.

Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors

More-than-humans, along with gender and class expectations, shape children’s nature-related experiences

Mycock, K., (2019). Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17(4), 454-466.

Inconsistencies in early science education: Can nature help streamline state standards?

Explorations in playspaces with natural elements can provide the foundation for early science learning

Kloos, H., Waltzer, T., Maltbie, C., Brown, R.D., Carr, V., (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4)

Mutual experiences: Understanding children's play in nature through sensory ethnography

Mutual experiences can deepen researchers’ understanding of children’s play in a natural environment

Sanderud, J.R., (2020). Mutual experiences: Understanding children's play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2), 111-122.

Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes

Naturalized playspaces can potentially provide equivalent or greater affordances for a range of physical activities compared to traditional playspaces with standard equipment

Wishart, L., Cabezas-Benalcázar, C., Morrissey, A-N., Versace, V.L., (2019). Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes. Landscape Research, 44(8), 1031-1049.

Early childhood educators' perceptions of play and inquiry on a nature playspace

Early childhood educators describe a nature playscape as an environment that supports the holistic development of children

Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2), 82-101.

Exploring urban design strategies that maximize the benefits of urban nature for children's well-being

Integrating high-quality natural areas into dense urban settings offers benefits to children, other community members, the municipality, and the natural environment

Mangone, G., (2018). Exploring urban design strategies that maximize the benefits of urban nature for children's well-being. Ecopsychology, 10(4)

Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden

Garden-based inquiry learning can foster the development of democratic competencies in preschool children

Casey, E.M., DiCarlo, C.F., Sheldon, K.L., (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research

Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship

Converging evidence from diverse fields offers causal support for nature’s impact on learning, development and environmental stewardship

Kuo, M., Barnes, M., Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10

Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design

Authentic participation of children in playspace design offers challenges and opportunities

Kreutz, A., Derr, V., Chawla, L., (2018). Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design. Landscape Journal, 37(1), 39-54.

A coordinated research agenda for nature-based learning

A diverse team of stakeholders presents a framework for research to advance the understanding and implementation of nature-based learning

Jordan, C., Chawla, L., (2019). A coordinated research agenda for nature-based learning. Frontiers in Psychology, 10

Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh

School grounds offering different behavior settings and providing various affordances may enhance children’s experience of learning and play

Khan, M., Bell, S., McGeown, S., Silveirinha de Oliveira, E., (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1), 95-110.

Partners through playgrounds: Building a play community

With limited funds, a community-based effort transforms a traditional playground into a naturalized setting supportive of enhanced play and learning

Moran, M.J., Brookshire, R.A., Coe, D.P., Flynn, J.O., Shideler, M.G., (2019). Partners through playgrounds: Building a play community. Children, Youth and Environments, 29(1), 153-163.

Teacher and student perceptions of an outdoor classroom

Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom

Guardino, C., Hall, K.W., Largo-Wight, E., Hubbuch, C., (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113-126.