Children and nature in Tukum Village: Indigenious education and biophilia

Educational experiences of indigenous children promote biophilia and environmental awareness

Profice, C., Santos, G.M., dos Anjos, N.A., (2016). Children and nature in Tukum Village: Indigenious education and biophilia. Journal of Child and Adolescent Behavior, 4(6)

Ecological literacy - Preparing children for the twenty-first century

Playful activities promote the development of ecological literacy in young children

de Brito Miranda, A.C., Jófili, Z., dos Anjos Carneiro-Leão, A.M., (2017). Ecological literacy - Preparing children for the twenty-first century. Early Child Development and Care, 187(2), 192-205.

Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance

Engaging children as “agents of change” for the environment should be based on a consideration of structural and relational dimensions of environmental knowledge transmission

Walker, C., (2017). Tomorrow's leaders and today's agents of change? Children, sustainability education and environmental governance. Children & Society, 31, 72-83.

Children and nature: Following the trail to environmental attitudes and behavior

Decades of research points to connection between childhood time in nature and environmental attitudes

Wells, N. M., Lekies, K. S., (2012). Children and nature: Following the trail to environmental attitudes and behavior. In: J. Dickinson and R. Bonney (Eds.) Citizen Science: public collaboration in environmental research. Ithaca, NY: Cornell University Press., 201 - 213.

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.

Childhood development and access to nature: A new direction for environmental inequality research

Research is needed to understand whether and why inequalities exist in terms of children's exposure to toxic pollutants, nature, and green space

Strife, S., Downey, L., (2009). Childhood development and access to nature: A new direction for environmental inequality research. Organization & Environment, 22(1), 99 - 122.

The child in the garden: An evaluative review of the benefits of school gardening

School gardens positively impact children's learning and behavior

Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-38.

Children's relationship to plants among primary school children in Finland

Children's interest and relationship to nature and vegetation varies by context (urban vs. rural) and gender

Laaksoharju, T., Rappe, E., (2010). Children's relationship to plants among primary school children in Finland. HortTechnology, 20(4), 689-695.

Biodiverse or barren school grounds: Their effects on children

Green schoolyards provide rich play environments

Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2), 67-115.

Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan

Plants in classrooms benefit students' emotions, behavior, and health

Han, K. T., (2009). Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan. Environment and Behavior, 41(5), 658-692.

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), 41 - 46.

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), 199 - 219.

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), 796 - 814.

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), 2048 - 2057.

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), 251 - 270.

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), 370 - 384.

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), 102 - 107.

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), 789 - 803.

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), 199 - 214.

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), 874-879.

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), 24-46.

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), 14 - 21.

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), 61-64.

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), 1-15.

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), 102-122.

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), 1 - 23.

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), 655 - 673.

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), 95 - 105.

Contact with nature and children’s wellbeing in educational settings

Social interaction, stress and attention may improve in one- to three-year-olds by free play in outdoor green space

Carrus, G., Pirchio, S., Passiatore, Y., Mastandrea, S., Scopelliti, M., Bartoli, G., (2012). Contact with nature and children’s wellbeing in educational settings. Journal of Social Sciences, 8(3), 304 - 309.

Green schoolyards as havens from stress and resources for resilience in childhood and adolescence

Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages

Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1-13.

Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?

Children from challenging backgrounds experience improved well-being and resilience after participating in nurturing outdoor program

McArdle, K., Harrison, T., Harrison, D., (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?. Journal of Adventure Education and Outdoor Learning, 13(3), 238-254.

Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context

Outdoor learning improves long-term memory of course content and increases positive student attitudes

Fägerstam, E., Blom, J., (2013). Learning biology and mathematics outdoors: Effects and attitudes in a Swedish high school context. Journal of Adventure Education and Outdoor Learning, 13(1), 56 - 75.

The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation

Citizen science program for middle school students has positive effects with potential for STEM career motivation

Hiller, S. E., Kitsantas, A., (2014). The effect of a horseshoe crab citizen science program on middle school student science performance and STEM career motivation. School Science and Mathematics, 114(6), 302 - 311.

Education for sustainable development in early childhood education: A review of the research literature

A research review of early childhood education for sustainability illustrates teachers’ differing definitions and changes in practice over time

Hedefalk, M., Almqvist, J., Ostman, L., (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.

Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health

More equitable access to urban green space may help alleviate health gaps between socio-economic groups

Jennings, V, Larson, L., Yun, J., (2016). Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health. International Journal of Environmental Research and Public Health, 13(2)

School-based experiential outdoor education - A neglected necessity

Outdoor education improves students’ engagement in and motivation for learning

James, J.K., Williams, T., (2017). School-based experiential outdoor education - A neglected necessity. Journal of Experiential Education, 40(1), 58-71.

Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms

Natural outdoor classrooms promote preschoolers’ creativity in the areas of problem-solving and ingenuity

Kiewra, C., Veselack, E., (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1)

Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world

Children’s understanding of the natural world develops through direct, positive experiences with nature, supported by adult guidance

McClain, C., Vandermaas-Peeler, M., (2016). Outdoor explorations with preschoolers: An observational study of young children's developing relationship with the natural world. International Journal of Early Childhood Environmental Education, 4(1)

Saving Squawk? Animal and human entanglement at the edge of the lagoon

Encounters with wild animals provoke a sense of responsibility among 9th graders

Gannon, S., (2015). Saving Squawk? Animal and human entanglement at the edge of the lagoon. Environmental Education Research

Affordances of ditches for preschool children

Ditches have the potential to become an important design element in outdoor playspaces for young children

Lerstrup, I., Moller, M.S., (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26(2), 43-60.

Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element

A Mud Day project is successful in bringing outdoor learning indoors

Baker, F.S., (2017). Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element. Childhood Education, 93(1), 73-79.

Geotheorizing mountain-child relations within anthropogenic inheritances

Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world

Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5), 558-569.

Love and social justice in learning for sustainability

Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world

Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and Education

"We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden

School-garden program promotes positive attitudes toward the environment

Fisher-Maltese, C., (2016). "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1), 54-69.

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)

Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets

Children and families experience dietary benefits of school gardens

Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. Demetra

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), 105-124.

Education for sustainable development, nature, and vernacular learning

Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet

Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1), 9-27.

Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors

Sustainable school design promotes students’ pro-environmental attitudes and behaviors

Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.

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), 457-468.