Direct experience with nature and the development of biological knowledge

Informal, direct exposure to nature fosters the development of biological knowledge in children

Longbottom, S.E., Slaughter, V., (2016). Direct experience with nature and the development of biological knowledge. Early Education and Development

Environmental identity formation in nonformal environmental education programs

Nonformal environmental education programs support development of environmental identity

Williams, C.C., Chawla, L., (2016). Environmental identity formation in nonformal environmental education programs. Environmental Education Research, 22(7), 978-1001.

Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms

Forest gardens have the potential to connect children emotionally and cognitively to other organisms

Askerlund, P., Almers, E., (2016). Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban Greening

What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?

Nature preschools in Norway spend a large amount of time in nature and allow the children a significant amount of freedom and trust

Lysklett, O.B., Berger, H.W., (2016). What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?. Journal of Adventure Education and Outdoor Learning

Young people’s cognitive achievement as fostered by hands-on-centred environmental education

Direct experiences with nature and hands-on follow-up activities can foster students’ cognitive achievement

Dieser, O., Bogner, F.X., (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22(7), 943-957.

Environmental education excursions and proximity to urban green space – Densification in a ‘compact city’

Green spaces in close proximity to schools stimulate environmental education fieldwork

Wolsink, M., (2016). Environmental education excursions and proximity to urban green space – Densification in a ‘compact city’. Environmental Education Research, 22(7), 1049-1071.

Integrated animal-assisted and plant-assisted ecotherapy for preschool children with speech disturbances: A program for the Arctic

A program integrating animal- and plant- assisted therapy has multiple benefits for young children with speech problems

Kalashnikova, I.V., Oksana, B.G., Zhirov, V.K., Kalashnikov, A.O., (2016). Integrated animal-assisted and plant-assisted ecotherapy for preschool children with speech disturbances: A program for the Arctic. Ecopsychology, 8(2), 79-88.

Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice

Aesthetic experiences play a vital role in meaning-making processes in outdoor learning

Manni, A., Ottander, C., Sporre, K., (2016). Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice. Journal of Adventure Education and Outdoor Learning

Family learning outdoors: Guided participation on a nature walk

Study suggests adopting an expanded view of what counts as an informal science learning institution

Zimmerman, H.T., McClain, L.R., (2016). Family learning outdoors: Guided participation on a nature walk. Journal of Research in Science Teaching, 53(6), 919-942.

Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn

Equitable science instruction increases minority students’ science knowledge and interest

Leonard, J., Chamberlin, S.A., Johnson, J.B., Verma, G., (2016). Social justice, place, and equitable science education: Broadening urban students’ opportunities to learn. Urban Review, 48, 355-379.

The impacts of outdoor learning activities on children's self development

Study from Indonesia indicates that outdoor learning has a positive impact on young children’s development

Sari, A.N.I., (2016). The impacts of outdoor learning activities on children's self development. ELT Perspective, 4(1), 1-8.

Weather worlding: Learning with the elements in early childhood

Learning in and with the weather rather than about the weather is proposed as a new approach in early childhood environmental education

Rooney, T., (2018). Weather worlding: Learning with the elements in early childhood. Environmental Education Research, 24(1), 1-12.

Going, doing, gardening: School gardens in the underrepresented communities of LakeWorth, Palm Springs, and Greenacres, Florida

Garden programs positively influenced students’ and teachers’ lives in an impoverished community

Wagenfeld, A., Whitfield, E., (2015). Going, doing, gardening: School gardens in the underrepresented communities of LakeWorth, Palm Springs, and Greenacres, Florida. Children, Youth and Environments, 25(1), 119-131.

A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’

Students in an outdoor class show improved social relations both at the time of participation and over a longer period of time

Hartmeyer, R., Mygind, E., (2016). A retrospective study of social relations in a Danish primary school class taught in ‘udeskole’. Journal of Adventure Education and Outdoor Learning, 16(1), 78-89.

The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries

An environmental justice framework can be an effective way to create motivation for action and help youth better understand the complexity of global climate change and sustainability

Riemer, M., Voorhees, C., Dittmer, L., Alisat, S., Alam, N., Sayal, R., Bidisha, S.H., De Souza, A., Lynes, J., Metternich, A., Mugagga, F., Schweizer-Ries, P., (2016). The Youth Leading Environmental Change project: A mixed-method longitudinal study across six countries. Ecopsychology, 8(3), 174-187..

Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study

Play in natural environments can strengthen a child’s ecological identity and lead to environmentally responsible behaviors

Wight, R.A., Kloos, H., Maltbiec, C.V., Carr, V.W., (2016). Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, 22(4)

Where do the children play?: An investigation of the intersection of nature, early childhood education and play

Interest in nature’s role in early childhood is gaining momentum after an uneven past

Brown, J.M., Kaye, C., (2017). Where do the children play?: An investigation of the intersection of nature, early childhood education and play. Early Child Development and Care, 187(5-6), 1028-1041.

The impact of a therapy dog program on children’s reading skills and attitudes toward reading

Qualitative and quantitative data support the use of dog-assisted reading programs

Kirnan, J., Siminerio, S., Wong, Z., (2016). The impact of a therapy dog program on children’s reading skills and attitudes toward reading. Early Childhood Education Journal, 44, 637-651.

Young children’s ideas about environment: Perspectives from three early childhood educational settings

Study finds environmental sustainability education effective with young children

Madden, L., Liang, J., (2017). Young children’s ideas about environment: Perspectives from three early childhood educational settings. Environmental Education Research, 23(8), 1055-1071.

An Australian perspective of a forest school: Shaping a sense of place to support learning

A forest school approach promotes a sense of self, belonging, and relational connections

Cumming, F., Nash, M., (2015). An Australian perspective of a forest school: Shaping a sense of place to support learning. Journal of Adventure Education and Outdoor Learning, 15(4), 296-309.

The green bean has to be longer than your thumb: An observational study of preschoolers’ math and science experiences in a garden

Gardening with young children supports mathematical and scientific thinking, ecological awareness, and emotional connections to nature

Vandermaas - Peeler, M., McClain, C., (2015). The green bean has to be longer than your thumb: An observational study of preschoolers’ math and science experiences in a garden. International Journal of Early Childhood Environmental Education, 3(1)

Agencies, educators, communities and wildfire: Partnerships to enhance environmental education for youth,

Community-school partnerships help students gain environmental knowledge, action competence, community skills, and efficacy, while helping partner agencies meet their goals

Monroe, M.C., Ballard, H.L., Oxarart, A., Sturtevant, V.E., Jakes, P.J., Evans, E.R., (2016). Agencies, educators, communities and wildfire: Partnerships to enhance environmental education for youth,. Environmental Education Research, 22(8), 1098-1114.

Measuring social capital among youth: Applications in environmental education

Researchers develop an instrument for measuring youth social capital outcomes with relevance for environmental education

Krasny, M.E., Kalbacker, L., Stedman, R.C., Russ, A., (2015). Measuring social capital among youth: Applications in environmental education. Environmental Education Research, 21(1), 1-23.

Using mobile technology to engage children with nature

A mobile application proved effective in connecting children to nature

Crawford, M.R., Holder, M.D., O’Connor, B.P., (2017). Using mobile technology to engage children with nature. Environment and Behavior, 49(9), 959-984.

Effect of the Israeli “Green Schools” reform on pupils’ environmental attitudes and behavior

Intensity level of EE programs affects the environmental behavior results

Shay-Margalit, B., Rubin, O.D., (2017). Effect of the Israeli “Green Schools” reform on pupils’ environmental attitudes and behavior. Society & Natural Resources, 30(1), 112-128.

Long-term green space exposure and cognition across the life course: A systematic review

Literature review points to association between long-term exposure to green space and cognition

de Keijzer, C., Gascon, M, Nieuwenhuijsen, M.J., Dadvand, P., (2016). Long-term green space exposure and cognition across the life course: A systematic review. Current Environmental Health Reports, 3(4), 468-477.

Nurturing environmental stewards through preschool physical design

Report provides guidance on how preschools can be used to nurture environmental stewards among Malaysian children

Shaari, M.F., Ahmad, S.S., Ismail, I.S., (2016). Nurturing environmental stewards through preschool physical design. Environment-Behaviour Proceedings Journal, 1(3), 9-10.

School grounds as a resource of green space to increase child-plant contact

School grounds have potential for, but are currently underutilized as, resources for child-plant interaction

Akoumianaki-Ioannidou, A., Paraskevopoulou, A.T., Tachou, V., (2016). School grounds as a resource of green space to increase child-plant contact. Urban Forestry & Urban Greening, 20(1), 375-386.

Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy

Although requiring clarification, the concept of "affordances" is important in planning outdoor playspaces

Lerstrup, I., van den Bosch, C.K., (2016). Affordances of outdoor settings for children in preschool: Revisiting Heft’s functional taxonomy. Landscape Research, 42(1), 47-62.

The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters

Nature experiences are critical for forming environmental identity, which influences choice of area of study

Prevot, A-C., Clayton, S., Mathevet, R., (2016). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research, 1-17.

Children's use of iPads in outdoor environmental education programs

Students showed more interest in nature than in mobile devices during an outdoor environmental education experience

Kacoroski, J., Liddicoat, K.R., Kerlin, S., (2016). Children's use of iPads in outdoor environmental education programs. Applied Environmental Education & Communication, 15(4), 301-311.

Promoting healthy eating and active playtime by connecting to nature families with preschool children. Evaluation of pilot study "Play&Grow"

A pilot study using nature-related activities to address obesity offers support for more rigorous research

Sobko, T., Jia, Z., Kaplan, M., Lee, A., Tseng, C-h., (2016). Promoting healthy eating and active playtime by connecting to nature families with preschool children. Evaluation of pilot study "Play&Grow". Pediatric Research, 81, 572-581.

Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia

Teachers in Havana and Philadelphia use opportunities through schools and the social context to legitimate marginalized garden-based learning

Bucher, K., (2017). Opening garden gates: Teachers make meaning of school gardens in Havana and Philadelphia. Teaching and Teacher Education, 63, 12-21.

Environmental action and student environmental leaders: Exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility

Predictors of pro-environmental behavior in adults overlap with, but aren’t the same, as predictors of environmental action in youth

Ernst, J., Blood, N., Beery, T., (2017). Environmental action and student environmental leaders: Exploring the influence of environmental attitudes, locus of control, and sense of personal responsibility. Environmental Education Research, 23(2), 149-175.

Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits

Multiple factors contribute to the benefits and highlight the unique characteristics of gardening with children

Chang, Y-Y, Su, W-C, Tang, I-C, Chang, C-Y, (2016). Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits. HortTechnology, 26(6), 783-792.

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)

Critical caring for people and place

A teacher’s authentic caring played a critical role in how students related to their environmental learning experiences.

Schindel, A., Tolbert, S., (2017). Critical caring for people and place. The Journal of Environmental Education, 48(1), 26-34.

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.

Green inclusion: Biophilia as a necessity

Environmental education promotes the inclusion of children with special needs and addresses their biophilic needs

Stavrianos, A., (2016). Green inclusion: Biophilia as a necessity. British Journal of Special Education, 43(4), 416-429.

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.

Development and validation of two scales to measure elaboration and behaviors associated with stewardship in children

Newly-developed assessment tools show high potential for evaluating the outcomes of environmental education programs

Vezeau, S.L., Powell, R.B., Stern, M.J., Moore, D.D., Wright, B.A., (2017). Development and validation of two scales to measure elaboration and behaviors associated with stewardship in children. Environmental Education Research, 23(2), 192-213.

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.

Youth day in Los Angeles: Evaluating the role of technology in children's nature activities

Technology may help engage children in outdoor activities in nature

Chavez, D. J., (2009). Youth day in Los Angeles: Evaluating the role of technology in children's nature activities. Children, Youth and Environments, 19(1), 102-124.

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.

The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior

Direct nature experiences are important for changing environmental attitudes and behavior

Duerden, M. D., Witt, P. A., (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(4), 379-392.

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.

Effects of an environmental education program on the environmental orientations of children from different gender, age, and ethnic groups

Non-formal outdoor environmental education programs can improve children's environmental orientations

Larson, L. R., Castleberry, S. B., Green, G. T., (2010). Effects of an environmental education program on the environmental orientations of children from different gender, age, and ethnic groups. Journal of Park and Recreation Administration, 28(3), 95-113.