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)

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.

"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

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), 29-33.

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

From 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), 258-273.

Stories for living on a damaged planet: Environmental education in a preschool classroom

Children’s encounters with dead and dying bees foster more complex and deeper relationships with more-than-human others

Nxumalo, F., (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2), 148-159.

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.

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 Childhood

A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class

Outdoor learning experiences can address students’ basic psychological needs and promote self-regulated learning

Dettweiler, U., Lauterbach, G., Becker, C., Simon, P., (2017). A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in Psychology, 8

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 Education

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, 65-75.

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.

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.

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, 45-60.

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)

Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife

Urban children experience gains in knowledge and attitudes towards local wildlife while participating in a bird feeding and monitoring project

White, R.L., Eberstein, K., Scott, D.M., (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife. PLoS ONE, 13(3)

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

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

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

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.

Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia

Students with direct experience of nature produced richer poetic writing than students with vicarious contact with nature

Gardner, P., Kuzich, S., (2018). Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia. Cambridge Journal of Education, 48(4), 427-443.

Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science

An experiential science education program with a focus on cultural relevancy and eco-justice increased urban children’s knowledge and engagement in science

Djonko-Moore, C., Leonard, J., Holifield, Q., Bailey, E.B., Almughyirah, S.M., (2018). Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science. Journal of Experiential Education, 41(2), 137-153.

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.

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)

Running Wild: Engaging and empowering future custodians of place through creative nature-based play

Creative nature-based play embedded in the participatory arts fosters children’s connection to nature and promotes their ability to act as agents of change in their local environment

Beer, T., Cook, A., Kantor, K., (2018). Running Wild: Engaging and empowering future custodians of place through creative nature-based play. Journal of Public Pedagogies,, 3

Developing 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), 35-43.

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.

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

A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change

Children can experience the health and well-being benefits of nature through both active nature engagement and passive nature exposure.

Norwood, M.F., Lakhani, A., Fullagar, S., Maujean, A., Downes, M., Byrne, J., Stewart, A., Barber, B., Kendall, E., (2019). A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change. Landscape and Urban Planning, 189, 71-79.

Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities

Students with special needs demonstrated longer attention spans and fewer disruptive behaviors while participating in outdoor learning activities

Szczytko, R., Carrier, S.J., Stevenson, K.T., (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Psychology, 3

Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships

Playspaces with diverse vegetation and environmental microbiota are not only safe, but also provide rich opportunities for creative play and learning

Puhakka, R., Rantala, O., Roslund, M.I., Rajaniemi, J., Laitinen, O.H., Sinkkonen, A., ADELE Research Group, (2019). Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships. International Journal of Environmental Research and Public Health, 16(16)

Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten

Children in nature-based and traditional preschools are equally prepared for kindergarten

Cordiano, T.S., Lee, A., Wilt, J., Elszasz, A., Damour, L.K., Russ, S.W., (2019). Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten. International Journal of Early Childhood Environmental Education, 6(3), 18-36.

Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings

Learning outside the classroom can help children develop important skills for future success in the workplace

Pimlott-Wilson, H., Coates, J., (2019). Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings. The Geographical Journal, 185(3), 268-278.

Learning while playing: Children's Forest School experiences in the UK

The blending of Forest School with formal education can promote skills not typically addressed in a classroom-only setting

Coates, J.K., Pimlott-Wilson, H., (2019). Learning while playing: Children's Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40.

“And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness

Different methods used to evaluate a nature education program highlight growth in cognitive, social, environmental, and physical domains

Volpe, M., Derr, V., Kim, S., (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29(2), 5-26.

Implementing ecopedagogy as an experiential approach to decolonizing science education

Ecopedagogies empower urban youth to critically examine issues of environmental justice in their community

Zocher, J.L., Hougham, R.J., (2020). Implementing ecopedagogy as an experiential approach to decolonizing science education. Journal of Experiential Education

An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children

Nature-based environmental education programs may improve health-related quality of life and STEM capacity in low-income Black and Hispanic youth

Sprague, N., Berrigan, D., Ekenga, C.C., (2020). An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children. Health Equity, 4(1), 198-210.

Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations

Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education

Eugenio-Gozalbo, M., Aragón, L., Ortega-Cubero, L., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11, 1-14.

Taking it outside: Engaging in active, creative, outdoor play with digital technology

The use of iPads by kindergarten children accompanied and added to their active and creative outdoor play, while also promoting nature connectedness

McGlynn-Stewart, M., Maguire, N., Mogyorodi, E., (2020). Taking it outside: Engaging in active, creative, outdoor play with digital technology. Canadian Journal of Environmental Education, 23(2), 31-45.

The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project

Garden-based projects can be effective in promoting preschool children’s scientific and nature-friendly attitudes

Kim, K. J., Jung, E., Han, M., Sohn, J., (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Childhood Education, 34(4), 538-550.

The impact of school gardens on youth social and emotional learning: A scoping review

Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion

Lohr, A. M., Krause, K. C., McClelland, J., Gorden, N. V., Gerald, L. B., Casino Jr, V. D., Wilkinson-Lee, A., Carvajal, S. C., (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning, 1-14.

School ground pedagogies for enriching children's outdoor learning

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13.