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.

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)

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

Education for what? Shaping the field of climate change education with children and young people as co-researchers

Climate change education can become an entirely new field of educational experience and inquiry when it is inclusive of and led by young people

Cutter-Mackenzie, A., Rousell, D., (2019). Education for what? Shaping the field of climate change education with children and young people as co-researchers. Children's Geographies, 17(1), 90-104.

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.

Youth e-participation as a pillar of sustainable societies

A game-based and expert-supported approach engages youth in urban planning for a sustainable future

Rexhepi, A., Filiposk, S., Trajkovik, V., (2018). Youth e-participation as a pillar of sustainable societies. Journal of Cleaner Production, 174(10), 114-122.

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.

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.

Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners

Children’s literature can be an integral component of education for sustainable development for young learners

Bhagwanji, Y., Born, P., (2018). Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2), 85-102.

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.

Preschool educators' interactions with children about sustainable development: Planned and incidental conversations

Giving children a voice can empower them to act as agents of change for a more sustainable future

Bautista, A., Moreno-Nunez, A., Ng, S-C., Bull, R., (2018). Preschool educators' interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50, 15-32.

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.

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

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

Preschool children's knowledge about the environmental impact of various modes of transport

Swedish preschool children are aware of the environmental impact of different modes of transportation

Borg, F., Winberg, T.M., Vinterek, M., (2019). Preschool children's knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391.

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

The Environmental Commons in Urban Communities: The potential of place-based education

Place-based stewardship education in urban communities promotes knowledge, skills, and motivation needed for sustaining common-pool resources

Flanagan, C., Gallay, E., Pykett, A., Smallwood, M., (2019). The Environmental Commons in Urban Communities: The potential of place-based education. Frontiers in Psychology, 10

'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners

Natural surroundings may promote teacher behaviors that are less binary than traditional male/female roles

Nugent, C., MacQuarrie, S., Beames, S., (2019). 'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners. International Journal of Early Years Education, 27(2), 143-152.

Motor competence and physical fitness among children attending nature preschools and traditional preschools

Natural environments may offer different affordances for physically active play than traditional playgrounds

Lysklett, O.B., Berg, A., Moe, B., (2019). Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of Play

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, 10

A 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, 71-79.

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, 3

Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience

Nature play can contribute dispositions and skills relevant to sustainability

Ernst, J., Burcak, F., (2019). Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11(15)

Greening 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), 18-36.

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), 268-278.