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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),Naturalized versus traditional school grounds: Which elements do students prefer and why
Students prefer school grounds with biodiverse, "tidy" vegetation over paved ones
Lindemann-Matthies, P., Kohler, K., (2019). Naturalized versus traditional school grounds: Which elements do students prefer and why. Urban Forestry & Urban Greening, 46Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study
School-based gardening showed small impact on children’s physical activity, knowledge of nutrition, and willingness to try new fruits.
Khan, M., Bell, R., (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study. International Journal of Environmental Research and Public HealthPsychological benefits of a biodiversity-focussed outdoor learning program for primary school children
Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing
Harvey, D.J., Montgomery, L.N., Harvey, H., Hall, F., Gange, A.C., Watling, D., (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67Rewilding education? Exploring an imagined and experienced outdoor learning space
Transforming a school’s outdoor space can influence and shift its practices and culture
Bates, C., (2020). Rewilding education? Exploring an imagined and experienced outdoor learning space. Children's Geographies, 18(3)Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh
Outdoor learning can enhance the academic achievement of students in developing countries
Khan, M., McGeown, S., Bell, S., (2019). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and BehaviorEffect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren
Quality of implementation played a role in the effectiveness of a school garden program
Huys, N., Cardon, G., De Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., De Lepeleere, S., Deforche, B., (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren. PLoS One, 14(3)Self-regulation gains in kindergarten related to frequency of green schoolyard use
Higher frequency of green schoolyard use and more time outdoors are linked to self-regulation gains in kindergarten students
Faber Taylor, A., Butts-Wilmsmeyer, C., (2020). Self-regulation gains in kindergarten related to frequency of green schoolyard use. Journal of Environmental Psychology, 70Greening schoolyards - An urban resilience perspective
Using a resilience frame to explore greening schoolyard initiatives can support the strengthening of systems at different scales
Flax, L., Altes, R. K., Kupers, R., Mons, B., (2020). Greening schoolyards - An urban resilience perspective. Cities, 106Gardens 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,Greening for academic achievement: Prioritizing what to plant and where
Trees on and near school grounds are positively linked to academic achievement of sixth-grade students
Kuo, M., Klein, S. E., Browning, M. H., Zaplatosch, J., (2021). Greening for academic achievement: Prioritizing what to plant and where. Landscape and Urban Planning, 206The 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),Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools
Swedish preschoolers generally ignored new features installed at their schools to enhance biodiversity, perhaps due to their lack of involvement in the process
Almer, E., Askerlund, P., Samuelsson, T., Waite, S., (2020). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools. Journal of Adventure Education and Outdoor LearningA national research agenda supporting green schoolyard development and equitable access to nature
Green schoolyards can be a tool for equitable access to nature, but more coordinated research and action are required
Stevenson, K.T., Moore, R., Cosco, N., Floyd, M.F., Sullivan, W., Brink, L., Gerstein, D., Jordan, C., Zaplatosch, J., (2020). A national research agenda supporting green schoolyard development and equitable access to nature. Elementa: Science of the Anthropocene, 8(10)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,Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature
Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature
Luís, S., Dias, R., Lima, M. L., (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11School 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,Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes
Increases in activity and social interaction linked to schoolyard greening in low-income neighborhoods were maintained over time
Bates, C. R., Bohnert, A. M., Gerstein, D. E., (2018). Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology, 9Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited
Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.
van Dijk-Wesselius, J. E., Having, D., de Koning, M., Maas, J., van den Berg, A. E., (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies, 19(2),Assessing challenges and opportunities for schools’ access to nature in England
Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process
Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban GreeningGreen space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior
School green space supports children’s pro-environmental behavior
Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1),Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework
Use of a field-tested evaluation protocol can augment the evidence base for the green schoolyard movement as a health-promotion strategy
Gerstein, D. E., Bates, C. R., Bohnert, A. M., (2021). Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework. Children, Youth and Environments, 31(1),The physical characteristics of children's preferred natural settings in primary school grounds
The type, context, and condition of natural settings should be considered in the design and management of school grounds
Aminpour, F., (2021). The physical characteristics of children's preferred natural settings in primary school grounds. Urban Forestry & Urban GreeningPotential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran
School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences
Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban GreeningThe school garden: A social and emotional place
Garden-based learning may promote positive emotions and cooperative behavior
Pollin, S., Retzlaff-Fürst, C., (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague
A combination of factors presents barriers to the successful up-scaling of green schoolyards
Giezen, M., Pellerey, V., (2021). Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague. Urban Forestry & Urban Greening, 63Increased exposure to nature reduces elementary students’ anxiety
A nature-based guidance program was effective at reducing anxiety among third grade students
Rıan, S. W., Coll, K. M., (2021). Increased exposure to nature reduces elementary students’ anxiety. EcopsychologyEducators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development
Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships
Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8),From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Specific features of outdoor spaces support greater frequency and complexity of preschoolers’ sociodramatic play
Robertson, N., Morrissey, A., Moore, D., (2019). From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors. Children's GeographiesOutdoor education in Italian kindergartens: How teachers perceive child developmental trajactories
Outdoor education activities seem to offer greater opportunities than indoor activities for promoting young children’s development
Agostini, F., Minelli, M., Mandolesi, R., (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories. Frontiers in Psychology, 9Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA
Simply providing nature-rich areas in schoolyards cannot guarantee the use of natural spaces by children and teachers
Zhang, Z., Stevenson, K. T., Martin, K. L., (2021). Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA. Urban Forestry & Urban Greening, 65Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community
Green schoolyards may be “particularly powerful drivers of health equity by promoting well‐being at the level of the individual, school, and community.”
Bohnert, A. M., Nicholson, L. M., Mertz, L., Bates, C. R., Gerstein, D. E., (2021). Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community. American Journal of Community Psychology,Pedagogies of outdoor spaces: An early childhood educator professional learning journey
Some early childhood educators may need extended professional development to help them appreciate the value of nature-rich environments for young children
Wishart, L., Rouse, E., (2019). Pedagogies of outdoor spaces: An early childhood educator professional learning journey. Early Child Development and Care, 189(14),Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA
Schools can help mitigate environmental injustices suffered by low-income, high minority communities by increasing greenness on their property
Zhang, Z., Martin, K. L., Stevenson, K. T., Yao, Y., (2021). Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA. Urban Forestry & Urban Greening, 67Use of gardening programs as an intervention to increase children’s visual-motor integration
Male preschoolers may respond especially well to gardening programs in developing visual-motor integration
Sommerfeld, A. J., McFarland, A., Waliczek, T. M., Zajicek, J., (2021). Use of gardening programs as an intervention to increase children’s visual-motor integration. HortTechnology, 31(5)Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children
Integrating Navajo traditions into the school’s nutrition and gardening lessons may help reduce obesity among Navajo children
Ornelas, I. J., Rudd, K., Bishop, S., Deschenie, D., Brown, E. Fred, Lombard, K., Beresford, S. A. A., (2021). Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children. Health Behavior and Policy Review, 8(3),Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?
Schools in Santiago, Chile mimic the vegetation inequalities seen throughout the city
Fernández, I.C., Pérez-Silva, R., Villalobos-Araya, E., (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening, 70Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review
Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19"I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school
Contact with nature during the school day can benefit both students with autism and their teachers
Friedman, S., Morrison, S. A., (2022). "I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school. Frontiers in Education, 6The teacher’s role for engagement in foraging and gardening activities in kindergarten
Early childhood educators nurture young children’s enthusiasm for learning in nature
Bergan, V., Nylund, M. B., Midtbø, I. L., Paulsen, B. H. L., (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education ResearchConnection to nature is associated with social-emotional learning of children
Children with a strong connection to nature have higher social emotional learning skills than those with a weaker connection to nature
Lanza, K., Alcazar, M., Chen, B., Kohl III, H. W., (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development
Farm to School professional development builds educators’ confidence and professional networks
Evans, E., Green, G. T., Thompson, K. F., Abrams, J., Thompson, J. J., (2024). From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development. Environmental Education ResearchMethodological considerations for movement education interventions in natural environments for primary school children: A scoping review
Learning in nature is a feasible intervention for promoting positive learning outcomes for children
Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis
School gardening activities + physical activity improves children’s fruit and vegetable intake but not their weight status
Qi, Y., Hamzah, S. H., Gu, E., Wang, H., Xi, Y., Sun, M., Rong, S., Lin, Q., (2021). Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis. Nutrients, 13(2605)School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis
School gardening projects have a modest positive impact on children’s nutrition and body measurements
Rochira, A., Tedesco, D., Ubiali, A., Fantini, M. P., Gori, D., (2020). School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis. Childhood Obesity, 16(3)Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature
A biophilic designed learning environment promotes attentional performance, perceived restorativeness, and affiliation with nature
Barbiero, G., Berto, R., Venturella, A., Maculan, N., (2021). Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature. Environment, Development and SustainabilityThe governance configurations of green schoolyards
Study provides key insights for “good governance” of green schoolyards
Sekulova, F., Mallen, I. R., (2024). The governance configurations of green schoolyards. Environmental Science and Policy, 156Exploring children’s participation in the framework of early childhood environmental education
Environmental education can engage young children as equal partners through participatory approaches
Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3),Practitioner perspectives on nature-based learning for autistic children
Nature-based learning can promote the well-being of autistic children by affirming and supporting their way of learning
Friedman, S., Morrison, S. A., Shibata, A., (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental EducationMADE POSSIBLE WITH SUPPORT FROM:
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