The importance of children interacting with big nature

Deepening children’s interaction with nature addresses the issue of environmental generational amnesia

Kahn, P.H., Weiss, T., (2017). The importance of children interacting with big nature. Children, Youth and Environments, 27(2), 7-24.

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

Mindful 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 Education

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

School gardens in the city. Does environmental equity help close the achievement gap?

School gardens could serve as gateways to reducing the academic achievement gap

Ray, R., Fisher, D.R., Fisher-Maltese, C., (2016). School gardens in the city. Does environmental equity help close the achievement gap?. Du Bois Review: Social Science Research on Race, 13(2), 379-395.

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

Effects of nature kindergarten attendance on children's functioning

Attending a nature kindergarten may enhance children’s locomotor and social skills

Müller, U., Temple, V.A., Smith, B., Kerns, K., Ten Eycke, K., Crane, J., Sheehan, J., (2017). Effects of nature kindergarten attendance on children's functioning. Children, Youth and Environments, 27(2), 47-69.

Comparing classroom context and physical activity in nature and traditional kindergartens

Natural learning environments promote physical activity more than traditional learning environments

Meyer, J., Müller, U., Macoun, S., (2017). Comparing classroom context and physical activity in nature and traditional kindergartens. Children, Youth and Environments, 27(3), 56-77.

Tree cover and species composition effects on academic performance of primary school students

Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools

Sivarajah, S., Smith, S.M., Thomas, S.C., (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2)

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.

Affordances guiding Forest School practice: The application of the ecological dynamics approach

Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice

Sharma-Brymer, V., Brymer, E., Gray, T., Davids, K., (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21, 103-115.

Early childhood education in the outdoors in Aotearoa New Zealand

Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand

Alcock, S., Ritchie, J., (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 77-88.

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, 89-102.

A critique of "Forest School" or something lost in translation

Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning

Leather, M., (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5), 5-18.

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), 61-75.

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)

A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence

School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions

Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)

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

The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors

Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development

McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7), 980-996.

Modeling child-nature interaction in a nature preschool: A proof of concept

Child–nature interaction can be modeled in a nature preschool based on interaction patterns

Kahn, P.H., Weiss, T., Harrington, K., (2018). Modeling child-nature interaction in a nature preschool: A proof of concept. Frontiers in Psychology, 9

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

What is different about Forest School? Creating a space for an alternative pedagogy

The divergence and freedoms inherent in Forest School may contribute to the well-being of participants

Waite, S., Goodenough, A., (2018). What is different about Forest School? Creating a space for an alternative pedagogy. Journal of Outdoor and Environmental Education, 21(1), 25-44.

Characteristics of forest sites used by a Danish forest preschool

Loose parts and shielded places are highly-desired features of forest sites for preschool children

Lerstrup, I., Refshauge, A.D., (2016). Characteristics of forest sites used by a Danish forest preschool. Urban Forestry & Urban Greening, 20(1), 387-396.

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

Illnesses and injuries at nature preschools

Nature preschools are safe for young children

Frenkel, H., Tandon, P., Frumkin, H., Vander Stoep, A., (2018). Illnesses and injuries at nature preschools. Environment and Behavior

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.

Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"

Academic achievement outcomes associated with greenness around schools may differ between low-green, high-disadvantaged schools and high-green, low-disadvantaged schools

Browning, M.H.E.M., Kuo, M., Sachdeva, S., Leed, K., Westphal, L., (2018). Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing". Landscape and Urban Planning, 178, 69-72.

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)

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.

Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance

Greater density of tree canopy beyond the school grounds predicts higher academic performance of high school students

Li, D., Chiang, Y-C., Sang, H., Sullivan, W.C., (2019). Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance. Urban Forestry & Urban Greening, 38, 42-53.

Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors

More-than-humans, along with gender and class expectations, shape children’s nature-related experiences

Mycock, K., (2019). Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17(4), 454-466.

How is environmental greenness related to students' academic performance in English and mathematics?

Greening initiatives on and around school grounds may improve the academic performance of students across grade levels, genders, and differing socioeconomic backgrounds

Leung, WT.V., Tam, TY.T., Pan, W-C., Wu, C-D., Lung, S-C.C., Spengler, J.D., (2019). How is environmental greenness related to students' academic performance in English and mathematics?. Landscape and Urban Planning, 181, 118-124.

From aversion to affinity in a preschooler's relationships with nature

Social relationships and direct experiences with nature serve as catalysts in shaping a child’s connections with nature

Kharod, D., Arreguín-Anderson, M.G., (2018). From aversion to affinity in a preschooler's relationships with nature. Ecopsychology

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 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 Education

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 Behavior

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

School 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, 16

Might 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, 9

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

Residential 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, 71-76.