Research Library
51 - 100 of 240 Search Results
You searched for:
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),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,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),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),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),Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness
Wilderness attitudes of students with and without scholarship support are enhanced through National Outdoor Leadership School courses
Gress, S., Hall, T., (2017). Diversity in the outdoors --National Outdoor Leadership School students' attitudes about wilderness. Journal of Experiential EducationEducation 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),Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans
Edible schoolyard garden in New Orleans promotes students' food security, environmental knowledge, and emotional and social well-being
Fakharzadeh, S., (2015). Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans. Children, Youth and Environments, 25(3),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)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),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),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 EducationThe 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),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),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,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),No-self, natural sustainability and education for sustainable development
Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world
Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5),'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability
Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning
Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2),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),Down by the Bay
The resources of a nature center help second-graders learn more in-depth information about their local environment
Allison, E., Tunks, K., Hardman, K., (2017). Down by the Bay. Science and Children, 54(7),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),Going back and beyond: Children's learning through places
Fostering students’ connections for places beyond their own locality and for both rural and urban environments may enhance their environmental learning
Diaz-Diaz, C., (2017). Going back and beyond: Children's learning through places. Environmental Education Research, 23(10),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),Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces
Inuit-articulated interests and priorities contribute to place-based education for Indigenous children
Rowan, M.C., (2017). Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces. Global Studies of Childhood, 7(2),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, 14A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters
Children’s questions, concerns and ways of extending thought and empathy to plants and animals demonstrate their ability to see the human and non-human worlds as entangled, complex and overlapping
Argent, A., Vintimilla, C.D., Lee, C., Wapenaar, K., (2017). A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters. Journal of Childhoods and Pedagogies, 1(2),Outdoor 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. AREAFrom nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools
Vermont elementary school educators find ways to effectively integrate environmental education into their practice
Silverman, J., Corneau, N., (2017). From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools. Journal of Adventure Education and Outdoor Learning, 17(3),Tanzanian and Canadian children's valued school experiences: A cross case comparison
Time for outdoor play at school is highly valued by young children in different cultural and geographical contexts
Streelasky, J., (2017). Tanzanian and Canadian children's valued school experiences: A cross case comparison. International Journal of Early Years, 25(3),The 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),Sustainability by default: Co-creating care and relationality through early childhood education
Early childhood education for sustainability can benefit from earlier pedagogical traditions focusing on connectivity, care, and crossing boundaries
Wals, A.E.J., (2017). Sustainability by default: Co-creating care and relationality through early childhood education. International Journal of Early Childhood, 49,Thrown together: Incorporating place and sustainability into early literacy education
Literacy learning can be broadened to integrate issues of sustainability
Schmidt, C., (2017). Thrown together: Incorporating place and sustainability into early literacy education. International Journal of Early Childhood, 49(2),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),Specificities of French community gardens as environmental stewardships
Participation in urban community gardens can enhance relationships toward nature and among people
Torres, A.C., Nadot, S., Prevot, A-C, (2017). Specificities of French community gardens as environmental stewardships. Ecology and Society, 22(3)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),Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature
Tree play can deepen connection to nature and afford opportunity for risky play
Laaksoharju, T, Rappe, E., (2017). Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature. Urban Forestry & Urban Greening, 28,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 EducationHow to educate children for sustainable learning and for a sustainable world
Sustainable learning should be integrated into everyday practices with young children
Pramling Samuelsson, I., Park, E., (2017). How to educate children for sustainable learning and for a sustainable world. International Journal of Early Childhood, 49(3),Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors
The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoors
Hougham, R.J., Nutter, M., Graham, C., (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential EducationEffects 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),"It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize
An environmental and cultural heritage curriculum can promote social justice and contribute to the health and wellness of indigenous communities
Baines, C., Zarger, R.K., (2017). "It's good to learn about the plants": Promoting social justice and community health through the development of a Maya environmental and cultural heritage curriculum in southern Belize. Journal of Environmental Studies and Sciences, 7(3),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),Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation
Youth-focused citizen science can build capacity for future conservation actions
Ballard, H.L., Dixon, C.G.H., Harris, E.M., (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208,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 GreeningPlace-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,MADE 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