Research Library
51 - 100 of 170 Search Results
You searched for:
Companion animals and child/adolescent development: A systematic review of the evidence
Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development
Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)The 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),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),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),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, 14Outdoor 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),Does access to green space impact the mental well-being of children: A systematic review
Access to nature can promote the mental well-being of children
McCormick, R., (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal of Pediatric Nursing, 37,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 ChildhoodMindful place-based education: Mapping the literature
Mindfulness can strengthen place-based education
Deringer, S.A., (2017). Mindful place-based education: Mapping the literature. Journal of Experiential EducationSchool 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),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),Tree cover and species composition effects on academic performance of primary school students
Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools
Sivarajah, S., Smith, S.M., Thomas, S.C., (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2)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),Place-based outdoor learning: More than a drag and drop approach
Place-based outdoor learning extends the success of the Forest School approach
Lloyd, A., Truong, S., Gray, T., (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21,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),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)The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors
Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development
McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7),Modeling child-nature interaction in a nature preschool: A proof of concept
Child–nature interaction can be modeled in a nature preschool based on interaction patterns
Kahn, P.H., Weiss, T., Harrington, K., (2018). Modeling child-nature interaction in a nature preschool: A proof of concept. Frontiers in Psychology, 9What is different about Forest School? Creating a space for an alternative pedagogy
The divergence and freedoms inherent in Forest School may contribute to the well-being of participants
Waite, S., Goodenough, A., (2018). What is different about Forest School? Creating a space for an alternative pedagogy. Journal of Outdoor and Environmental Education, 21(1),Characteristics of forest sites used by a Danish forest preschool
Loose parts and shielded places are highly-desired features of forest sites for preschool children
Lerstrup, I., Refshauge, A.D., (2016). Characteristics of forest sites used by a Danish forest preschool. Urban Forestry & Urban Greening, 20(1),Illnesses and injuries at nature preschools
Nature preschools are safe for young children
Frenkel, H., Tandon, P., Frumkin, H., Vander Stoep, A., (2018). Illnesses and injuries at nature preschools. Environment and BehaviorGreenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"
Academic achievement outcomes associated with greenness around schools may differ between low-green, high-disadvantaged schools and high-green, low-disadvantaged schools
Browning, M.H.E.M., Kuo, M., Sachdeva, S., Leed, K., Westphal, L., (2018). Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing". Landscape and Urban Planning, 178,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)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,Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance
Greater density of tree canopy beyond the school grounds predicts higher academic performance of high school students
Li, D., Chiang, Y-C., Sang, H., Sullivan, W.C., (2019). Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance. Urban Forestry & Urban Greening, 38,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),How is environmental greenness related to students' academic performance in English and mathematics?
Greening initiatives on and around school grounds may improve the academic performance of students across grade levels, genders, and differing socioeconomic backgrounds
Leung, WT.V., Tam, TY.T., Pan, W-C., Wu, C-D., Lung, S-C.C., Spengler, J.D., (2019). How is environmental greenness related to students' academic performance in English and mathematics?. Landscape and Urban Planning, 181,From aversion to affinity in a preschooler's relationships with nature
Social relationships and direct experiences with nature serve as catalysts in shaping a child’s connections with nature
Kharod, D., Arreguín-Anderson, M.G., (2018). From aversion to affinity in a preschooler's relationships with nature. EcopsychologyDeveloping a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)
Developers of a nature-based public preschool describe its development and perceptions of success in academic, physical, social and emotional development and connectedness to nature realms
Ashmann, S., (2018). Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1),Growing a nature kindergarten that can flourish
Guiding principles for developing a nature kindergarten focused on place-based learning, environmental stewardship, Indigenous ways of knowing, and an emergent curriculum
Elliot, E., Krusekopf, F., (2018). Growing a nature kindergarten that can flourish. Australian Journal of Environmental EducationThe relationship between the natural environment and individual-level academic performance in Portland, Oregon
Greening efforts aimed at improving academic performance would do well to focus on both school and home environments
Donovan, G.H., Michael, Y.L., Gatziolis, D., Hoyer, R.W., (2020). The relationship between the natural environment and individual-level academic performance in Portland, Oregon. Environment and BehaviorSchool green space and its impact on academic performance: A systematic literature review
Systematic review finding mixed results and studies of moderate quality recommends further research on the benefit of school green space for academic achievement
Browning, M.H.E.M., Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health, 16Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools
Greening may mitigate academic underachievement in high-poverty urban schools
Kuo, M., Browning, M.H.E.M., Sachdeva, S., Lee, K., Westphal, L., (2018). Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9Do 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, 10Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents
Researchers call for more investigations into possible links between greenspace and academic performance
Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C-P., von Berg, A., Berdel, D., Heinrich, J., (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245,Are California elementary test scores more strongly associated with urban trees than poverty?
Poverty and minority status are linked with lower academic test scores; urban trees and shrubs with higher scores
Tallis, H., Bratman, G.N., Samhour,i J.F., Fargione, J., (2018). Are California elementary test scores more strongly associated with urban trees than poverty?. Frontiers in Psychology, 9'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners
Natural surroundings may promote teacher behaviors that are less binary than traditional male/female roles
Nugent, C., MacQuarrie, S., Beames, S., (2019). 'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners. International Journal of Early Years Education, 27(2),Motor competence and physical fitness among children attending nature preschools and traditional preschools
Natural environments may offer different affordances for physically active play than traditional playgrounds
Lysklett, O.B., Berg, A., Moe, B., (2019). Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of PlayA 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, 10MADE POSSIBLE WITH SUPPORT FROM:
MADE POSSIBLE WITH ONGOING SUPPORT FROM:
A collaborative research library of:
Connect to more resources through our eeResearch collaboration with the North American
Association for Environmental Education, combining articles, syntheses and research summaries
for the field of environmental education and the children and nature movement.
SUPPORT OUR WORK
Help us make sure that all children live, learn and grow with nature in their daily lives.
Donate Membership