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.

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.

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.

Going back and beyond: Children's learning through places

Fostering students’ connections for places beyond their own locality and for both rural and urban environments may enhance their environmental learning

Diaz-Diaz, C., (2017). Going back and beyond: Children's learning through places. Environmental Education Research, 23(10), 1440-1447.

Between indigenous and non-indigenous: Urban/nature/child pedagogies

Integrating indigenous perspectives and environmental education broadens place-based pedagogies

Somerville, M., Hickey, S., (2017). Between indigenous and non-indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10), 1427-1439.

Children's discourses of natural spaces: Considerations for children's subjective well-being

Engagement with nature has a significant influence on children’s social and emotional well-being

Adams, S., Savahl, S., (2017). Children's discourses of natural spaces: Considerations for children's subjective well-being. Child Indicators Research, 10, 423-446.

Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces

Inuit-articulated interests and priorities contribute to place-based education for Indigenous children

Rowan, M.C., (2017). Rethinking relationships with curriculum by engaging with foxes and sharing stories in early childhood spaces. Global Studies of Childhood, 7(2), 131-147.

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

A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters

Children’s questions, concerns and ways of extending thought and empathy to plants and animals demonstrate their ability to see the human and non-human worlds as entangled, complex and overlapping

Argent, A., Vintimilla, C.D., Lee, C., Wapenaar, K., (2017). A dialogue about place and living pedagogies: Trees, ferns, blood, children, educators, and wood cutters. Journal of Childhoods and Pedagogies, 1(2), 1-20.

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

Mechanisms of children's exposure to nature: Predicting adulthood environmental citizenship and commitment to nature-based activities

Children’s self-exposure to nature is a strong predictor of adulthood environmental citizenship and a lifelong commitment to nature-based activities

Asah, S.T., Bengston, D.N., Westphal, L.M., Gowan, C.H., (2018). Mechanisms of children's exposure to nature: Predicting adulthood environmental citizenship and commitment to nature-based activities. Environment and Behavior, 50(7), 807-836.

Multiple environments: South Indian children's environmental subjectivities in formation

Children’s environmental subjectivities develop through a complex interplay between various aspects of their lives

de Hoop, E., (2017). Multiple environments: South Indian children's environmental subjectivities in formation. Children's Geographies, 15(5), 570-582.

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.

Tanzanian and Canadian children's valued school experiences: A cross case comparison

Time for outdoor play at school is highly valued by young children in different cultural and geographical contexts

Streelasky, J., (2017). Tanzanian and Canadian children's valued school experiences: A cross case comparison. International Journal of Early Years, 25(3), 274-291.

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.

Direct learning about nature in 6-year-old children living in urban and rural environments and the level of their knowledge and skills

Living in and having direct contact with natural environments can help young children develop nature-related knowledge and skills

Nazaruk, S.K., Klim-Klimaszewska, A., (2017). Direct learning about nature in 6-year-old children living in urban and rural environments and the level of their knowledge and skills. Journal of Baltic Science Education, 16(4), 524-532.

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.

Specificities of French community gardens as environmental stewardships

Participation in urban community gardens can enhance relationships toward nature and among people

Torres, A.C., Nadot, S., Prevot, A-C, (2017). Specificities of French community gardens as environmental stewardships. Ecology and Society, 22(3)

Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour

While connectedness to nature and environmental knowledge, together, promote ecological behavior, connectedness to nature is the stronger motivator

Otto, S., Pensini, P., (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.

Learning leadership: Becoming an outdoor leader

First-time outdoor leadership is transformational and involves two major foci: interpersonal and intrapersonal relationships

Enoksen, E., Lynch, P., (2018). Learning leadership: Becoming an outdoor leader. Journal of Adventure Education and Outdoor Learning, 18(2), 176-188.

Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature

Tree play can deepen connection to nature and afford opportunity for risky play

Laaksoharju, T, Rappe, E., (2017). Trees as affordances for connectedness to place -- A model to facilitate children's relationship with nature. Urban Forestry & Urban Greening, 28, 150-159.

"Trees have a soul too!" Developing empathy and environmental values in early childhood

Preschool children can develop empathy for non-human beings, can feel the need to protect them, and recognize their intrinsic value

Lithoxoidou, L.S., Georgopoulos, A.D., Dimitriou, A. Th., Xenitidou, S.Ch., (2017). "Trees have a soul too!" Developing empathy and environmental values in early childhood. The International Journal of Early Childhood Environmental Education, 5(1), 68-88.

"We can keep the fire burning": Building action competence through environmental justice education in Uganda and Germany

Multi-national projects can be effective in building on cultural and social diversity to help young people become confident and capable environmental actors

Dittmer, L., Mugagga, F., Metternich, A., Schweizer-Ries, P., Asiimwe, G., Riemer, M., (2018). "We can keep the fire burning": Building action competence through environmental justice education in Uganda and Germany. Local Environment, 23(2), 144-157.

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.

Plant yourself where language blooms: Direct experiences of nature changes how parents and children talk about nature

Direct experience of nature provides an optimal context for children to learn the language of nature

Cameron-Faulkner, T., Macdonald, R., Serratrice, L., Melville, J., Gattis, M., (2017). Plant yourself where language blooms: Direct experiences of nature changes how parents and children talk about nature. Children, Youth and Environments, 27(2), 110-124.

Do lessons in nature boost subsequent classroom engagement: Refueling students in flight

Students were more engaged and less distracted after lessons in a natural outdoor setting compared to classroom-based lessons

Kuo, M., Browning, M.H.E.M., Penner, M.L., (2018). Do lessons in nature boost subsequent classroom engagement: Refueling students in flight. Frontiers in Psychology

Evaluation of a surfing programme designed to increase personal well-being and connectedness to the natural environment among 'at risk' young people

Blue space (water) environments may offer a promising alternative location for high-quality outdoor educational experiences

Hignett, A., White, M.P., Pahl, S., Jenkin, R., Le Froy, M., (2018). Evaluation of a surfing programme designed to increase personal well-being and connectedness to the natural environment among 'at risk' young people. Journal of Adventure Education and Outdoor Learning, 18(1), 53-69.

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

"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.

NEP (Children@School): An instrument for measuring environmental attitudes in middle childhood

The NEP (Children@School) is a tool that can be used to evaluate the efficacy of architectural design strategies for improving children’s attitudes to the natural environment

Izadpanahi, P., Tucker, R., (2018). NEP (Children@School): An instrument for measuring environmental attitudes in middle childhood. Australian Journal of Environmental Education, 34(1), 61-79.

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.

Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program

School gardens can promote well-being, including interpersonal relations and empathy for nature

Dyg, P.M., Wistoff, K., (2018). Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191.

Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity

Biodiverse edible schools link local urban nature and healthy food

Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., Nowikow, U., Schutze, B., Voigt, P., Volker, S., Kowarik, I., (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening

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.

Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus

Attending to student psychological needs may increase effectiveness of environmental education programs in promoting pro-environmental motivation and intention

Christodoulou, A., Korfiatis, K., (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication

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.

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.

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.