Research Library
101 - 150 of 198 Search Results
You searched for:
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),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),The relationship between the natural environment and individual-level academic performance in Portland, Oregon
Greening efforts aimed at improving academic performance would do well to focus on both school and home environments
Donovan, G.H., Michael, Y.L., Gatziolis, D., Hoyer, R.W., (2020). The relationship between the natural environment and individual-level academic performance in Portland, Oregon. Environment and BehaviorGrowing 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 ResearchSchool green space and its impact on academic performance: A systematic literature review
Systematic review finding mixed results and studies of moderate quality recommends further research on the benefit of school green space for academic achievement
Browning, M.H.E.M., Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health, 16Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools
Greening may mitigate academic underachievement in high-poverty urban schools
Kuo, M., Browning, M.H.E.M., Sachdeva, S., Lee, K., Westphal, L., (2018). Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9Do 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, 10Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents
Researchers call for more investigations into possible links between greenspace and academic performance
Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C-P., von Berg, A., Berdel, D., Heinrich, J., (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245,Are California elementary test scores more strongly associated with urban trees than poverty?
Poverty and minority status are linked with lower academic test scores; urban trees and shrubs with higher scores
Tallis, H., Bratman, G.N., Samhour,i J.F., Fargione, J., (2018). Are California elementary test scores more strongly associated with urban trees than poverty?. Frontiers in Psychology, 9Association of Education Outside the Classroom and pupils' psychosocial well-being: Results from a school year implementation
Outdoor learning may be more beneficial when concentrated in fewer, longer sessions rather than shorter sessions
Bølling, M., Niclasen, J., Bentsen P., Nielsen, G., (2019). Association of Education Outside the Classroom and pupils' psychosocial well-being: Results from a school year implementation. Journal of School Health, 89,A coordinated research agenda for nature-based learning
A diverse team of stakeholders presents a framework for research to advance the understanding and implementation of nature-based learning
Jordan, C., Chawla, L., (2019). A coordinated research agenda for nature-based learning. Frontiers in Psychology, 10A 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,Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences
Growing up in rural settings and having prior interactions with nature is associated with better academic performance in college environmental science courses
Spero, M.A., Balster, N.J., Bajcz, A.W., (2019). Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences. Environmental Education Research, 25(3),Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence
Immersive nature-experiences are linked to positive changes in children's mental, physical, and social health
Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bents, P., (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes
Nature–based health interventions take a variety of forms, are designed around a range of health and well-being goals, and target different groups of people
Shanahan, D.F., Astell–Burt, T., Barber, E.A., Brymer, E., Cox, D.T.C., Dean, J., Depledge, M., Fuller, R.A., Hartig, T., Irvine, K.N., Jones, A., Kikillus, H., Lovell, R., Mitchell, R., Niemela, J., (2019). Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6)Teacher and student perceptions of an outdoor classroom
Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom
Guardino, C., Hall, K.W., Largo-Wight, E., Hubbuch, C., (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2),Relationships between vegetation in student environments and academic achievement across the continental U.S.
Designing urban vegetation to effectively support academic performance requires an understanding of the social and environmental context of the community
Hodson, C.B., Sander, H.A., (2019). Relationships between vegetation in student environments and academic achievement across the continental U.S.. Landscape and Urban Planning, 189,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, 3Nature and mental health: An ecosystem service perspective
An ecosystem service perspective may help decision makers anticipate the mental health impacts of decisions they make relating to the environment
Bratman, G.N., Anderson, C.B., Berman, M.C., Cochran, B., de Vries, S., Flanders, J., Folke, C., Frumkin, H., Gross, J.J., Hartig, T., Kahn, P.H., Kuo, M., Lawler, J.J., Levin, P.S., Lindahl, T., (2019). Nature and mental health: An ecosystem service perspective. Science Advances, 5Greening 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),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),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),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),Muddy knees and muddy needs: Parents perceptions of outdoor learning
Parents and teachers have different ideas about the value of outdoor learning
Parsons, K.J., Traunter, J., (2019). Muddy knees and muddy needs: Parents perceptions of outdoor learning. Children's GeographiesCan 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 BehaviorChildren’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools
The "good" education in nature seems to mean different things for different children in some mobile preschools
Harju, A., Balldin, J., Ladru, D.E., Gustafson, K, (2020). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of ChildhoodThe impacts of unstructured nature play on health in early childhood development: A systematic review
Nature play may positively impact children’s health and development, particularly in the areas of physical activity and cognitive development
Dankiw, K.A., Tsiros, M.D., Baldock, K.L., Kumar, S., (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PLoS ONE, 15(2)“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),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 EducationAn 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),Promoting health-related quality of life in minority youth through environmental education and nature contact
Minority youth who participated in an environmental education and nature contact program reported improved overall health-related quality of life
Ekenga, C.C., Sprague, N,, Shobiye, D.M., (2019). Promoting health-related quality of life in minority youth through environmental education and nature contact. Sustainability, 11Impacts of urban landscapes on students' academic performance
Students' educational outcomes are linked to the level of green and blue spaces in the schools' attendance areas
Lin, M., Van Stan II, J. T., (2020). Impacts of urban landscapes on students' academic performance. Landscape and Urban Planning, 2015th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment
A group of teachers in Norway rarely linked their outdoor teaching practices to sustainable development
Aksland, C., Rundgren, S. N. C., (2020). 5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Eduction and Outdoor Learning, 20(3),Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review
Screen time and green time are linked to psychological well-being in contrasting ways
Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., Moore, V. M., (2020). Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review. PLOS ONE, 15(9),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,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),Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour
Students spent more time on-task in outdoor versus indoor classrooms
Norwood, M. F., Lakhani, A., Kendall, E., (2021). Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour. Landscape and Urban Planning, 206,Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children
“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children
Lee, C. K., Bailie, P. E., (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4),Children's augmented storying in, with and for nature
Augmented storying can invite positive interactions with nature
Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149),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,The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study
A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth
Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health,Growing a garden-based approach to art education
Garden-based art education programs can promote environmental awareness and advocacy
Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4),Place-based practice: Landscapes and artistic identity in an elementary art classroom
A pedagogy of place in art education may help students understand connections between the landscape and their sense of self
Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4),Educating through art, ecology, and ecojustice: A rain barrel project
Artmaking can help students address local ecological challenges
Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1),Collaborating with theatre, nature, and STEM: A multigenerational family event
Nature and art-based community events can promote multigenerational family interactions
Reinking, A. K., Vetere III, M. J., Percell, J. C., (2017). Collaborating with theatre, nature, and STEM: A multigenerational family event. New Waves Educational Research & Development, 20(1),Balancing technology and outdoor learning: Implications for early childhood teacher educators
Balancing technology and outdoor learning can enhance early childhood education
Siskind, D., Conlin, D., Kim, S., Barnes, A., Yaya-Bryson, D., (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher EducationAssessing 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 GreeningMADE 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