Affordances of ditches for preschool children

Ditches have the potential to become an important design element in outdoor playspaces for young children

Lerstrup, I., Moller, M.S., (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26(2), 43-60.

Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element

A Mud Day project is successful in bringing outdoor learning indoors

Baker, F.S., (2017). Bringing outdoor play indoors in United Arab Emirates: Mud as a powerful binding element. Childhood Education, 93(1), 73-79.

Geotheorizing mountain-child relations within anthropogenic inheritances

Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world

Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5), 558-569.

Love and social justice in learning for sustainability

Learning for sustainability requires a social justice approach applicable to both humans and the more-than-human world

Griffiths, M., Murray, R., (2017). Love and social justice in learning for sustainability. Ethics and Education

"We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden

School-garden program promotes positive attitudes toward the environment

Fisher-Maltese, C., (2016). "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1), 54-69.

Companion animals and child/adolescent development: A systematic review of the evidence

Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development

Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)

Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets

Children and families experience dietary benefits of school gardens

Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. Demetra

The perception, management and performance of risk amongst Forest School educators

Forest School educators altered their risk management practices in response to competing conceptions of childhood and risk

Connolly, M., Haughton, C., (2017). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education, 38(2), 105-124.

Education for sustainable development, nature, and vernacular learning

Nurturing a sense of wonder, joy, and belonging in learners as they experience nature is vital to developing an ethic of care for the planet

Selby, D., (2017). Education for sustainable development, nature, and vernacular learning. CEPS Journal, 7(1), 9-27.

Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors

Sustainable school design promotes students’ pro-environmental attitudes and behaviors

Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51, 209-216.

Are young children's utterances affected by characteristics of their learning environments? A multiple case study

Preschool children use richer language in a natural environment than in indoor or outdoor classrooms

Richardson, T., Murray, J., (2017). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care, 187(3-4), 457-468.

No-self, natural sustainability and education for sustainable development

Education based on natural sustainability highlights the non-dual relation between the self and the rest of the natural world

Wang, D-L., (2017). No-self, natural sustainability and education for sustainable development. Educational Philosophy and Theory, 49(5), 550-561.

'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability

Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning

Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2), 151-167.

Identifying and characterizing risky play in the age one-to-three years

The existing definition and characteristics of risky play may not be useful for one-year-olds

Kleppe, R., Melhuish, E., Sandseter, E.B.H., (2017). Identifying and characterizing risky play in the age one-to-three years. European Early Childhood Education Research Journal, 25(3), 370-385.

Down by the Bay

The resources of a nature center help second-graders learn more in-depth information about their local environment

Allison, E., Tunks, K., Hardman, K., (2017). Down by the Bay. Science and Children, 54(7), 29-33.

Cultural transmission at nature kindergartens: Foraging as a key ingredient

Educational benefits of foraging include the transmission of culture and strengthening children’s connection with nature

Nugent, C., Beames, S., (2015). Cultural transmission at nature kindergartens: Foraging as a key ingredient. Canadian Journal of Environmental Education, 20, 78-91.

Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina

School gardens are used for multidisciplinary academic instruction more than contribution to school nutrition programs

Taylor, C., Symon, E.B., Dabbs, A., Way, E., Thompson, O.M., (2017). Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina. HortTechnology, 27(2), 228-234.

'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school

Children’s deep emotional connection with nature generates a strongly protective disposition

Rios, C., Menezes, I., (2017). 'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10), 1402-1413.

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, 14

Outdoor learning spaces: The case of forest school

Outdoor space provides new opportunities for children and teachers to interact in a way that stimulates both teaching and learning

Harris, F., (2017). Outdoor learning spaces: The case of forest school. AREA

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), 258-273.

Earth at rest: Aesthetic experience and students' grounding in science education

Aesthetic experiences integrated into science education can heighten children’s cognition and their engagement with the natural world

Østergaard, E., (2017). Earth at rest: Aesthetic experience and students' grounding in science education. Science and Education

Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes

Participating in outdoor education classes on a regular basis has a positive effect on children’s stress responses

Dettweiler, U., Becker, C., Auestad, B.H., Simon, P., Kirsch, P., (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International Journal of Environmental Research and Public Health, 14(5)

Stories for living on a damaged planet: Environmental education in a preschool classroom

Children’s encounters with dead and dying bees foster more complex and deeper relationships with more-than-human others

Nxumalo, F., (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2), 148-159.

The matter of the stick: Storying/(re)storying children's literacies in the forest

In the context of forest school pedagogy, post humanism and the common worlds framework suggest that children’s learning is about, through and with the elements of the forest

Harwood, D., Collier, D.R., (2017). The matter of the stick: Storying/(re)storying children's literacies in the forest. Journal of Early Childhood Literacy, 17(3), 336-352.

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, 155-164.

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), 165-179.

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), 26-46.

Does access to green space impact the mental well-being of children: A systematic review

Access to nature can promote the mental well-being of children

McCormick, R., (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal of Pediatric Nursing, 37, 3-7.

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

How 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), 273–285.

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.

"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), 416-424.

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)