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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),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),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),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)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 Education"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),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,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,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),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),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. LiteracyEducation for what? Shaping the field of climate change education with children and young people as co-researchers
Climate change education can become an entirely new field of educational experience and inquiry when it is inclusive of and led by young people
Cutter-Mackenzie, A., Rousell, D., (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children's Geographies, 17(1),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),Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education
Physical and social features of an urban environmental education leadership program act as affordances in promoting youth assets and critical consciousness
Delia, J., Krasny, M.E., (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 15Youth e-participation as a pillar of sustainable societies
A game-based and expert-supported approach engages youth in urban planning for a sustainable future
Rexhepi, A., Filiposk, S., Trajkovik, V., (2018). Youth e-participation as a pillar of sustainable societies. Journal of Cleaner Production, 174(10),Unsettling food security: The role of young people in Indigenous food system revitalisation
Children have a key role to play in revitalizing the critical connection between access to Indigenous food systems and Indigenous food security
Bagelman, C., (2018). Unsettling food security: The role of young people in Indigenous food system revitalisation. Children & Society, 32(3),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)Developing ecological literacy in a forest garden: Children's perspectives
Forest gardens can be used to foster children's ecological literacy
Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T., (2019). Developing ecological literacy in a forest garden: Children's perspectives. Journal of Adventure Education and Outdoor Learning,, 19(3),Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners
Children’s literature can be an integral component of education for sustainable development for young learners
Bhagwanji, Y., Born, P., (2018). Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2),Learning in the Finnish outdoor classroom: Pupils' views
Reflection on learning may raise students’ awareness of what they’re learning in an outdoor setting
Sjoblom, P., Svens, M., (2019). Learning in the Finnish outdoor classroom: Pupils' views. Journal of Adventure Education and Outdoor Learning,, 19(4),Preschool educators' interactions with children about sustainable development: Planned and incidental conversations
Giving children a voice can empower them to act as agents of change for a more sustainable future
Bautista, A., Moreno-Nunez, A., Ng, S-C., Bull, R., (2018). Preschool educators' interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50,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,, 3Growing 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 EducationFour methods for engaging young children as environmental education researchers
Engaging young children as co-researchers recognizes their agency and right to be involved in matters of relevance to them
Green, C., (2017). Four methods for engaging young children as environmental education researchers. International Journal of Early Childhood Environmental Education, 5(1)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 ResearchPreschool children's knowledge about the environmental impact of various modes of transport
Swedish preschool children are aware of the environmental impact of different modes of transportation
Borg, F., Winberg, T.M., Vinterek, M., (2019). Preschool children's knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3),The Environmental Commons in Urban Communities: The potential of place-based education
Place-based stewardship education in urban communities promotes knowledge, skills, and motivation needed for sustaining common-pool resources
Flanagan, C., Gallay, E., Pykett, A., Smallwood, M., (2019). The Environmental Commons in Urban Communities: The potential of place-based education. Frontiers in Psychology, 10Fluid 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),Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience
Nature play can contribute dispositions and skills relevant to sustainability
Ernst, J., Burcak, F., (2019). Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11(15)Green schools in Taiwan -- Effects on student sustainability consciousness
Green schools and non-green schools have similar effect on the sustainability consciousness of students in Taiwan
Olsson, D., Gericke, N., Boeve-dePauw, J., Berglund, T., Chang, T., (2019). Green schools in Taiwan -- Effects on student sustainability consciousness. Global Environmental Change, 54,Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa
Young people in Germany and South Africa are detached from the natural world
Gräntzdörffer, A.J., James, A., Elster, D., (2019). Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa. International Journal of Environmental and Science Education, 14(7),Experiencing the outdoors: Embodied encounters in the Outward Bound Trust
Young people interpret outdoor education practices through bodily encounters with the natural environment
Hickman Dunne, J., (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3),We are wilderness explorers: A review of outdoor education in Canada
Outdoor education in Canada generally focuses on the country’s history, environmental knowledge, outdoor-living skills, and personal growth
Purc-Stephenson, R.J., Rawleigh, M. H., Kemp, H., Asfeldt, M., (2019). We are wilderness explorers: A review of outdoor education in Canada. Journal of Experiential Education, 42(4),Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development
Promoting agency in young children is of major importance for education for sustainable development
Bascope, M., Perasso, P., Reiss, K., (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability
Place-based learning can help young children develop a sustainability perspective
Boyd, D., (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47(8),Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature
The experiential aspects of saving animals can enhance children’s appreciation and understanding of animals, nature, and nature conservation.
Giusti, M., (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12)MADE POSSIBLE WITH SUPPORT FROM:
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