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'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),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 PlayA 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)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, 5Young 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),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),‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice
Play in/with snow and ice provides opportunities for children to develop knowledge and skills regarding who they are and who they can become
Sanderud, J.R., Gurholt, K.P., Moe, V.F., (2019). ‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice. Sport, Education and SocietyUtilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability
Place-based learning can help young children develop a sustainability perspective
Boyd, D., (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47(8),Can 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 BehaviorThe 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),Impacts 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, 201'That's given me a bit more hope' - adolescent girls' experiences of Forest School
Forest School improves mental health and well-being according to adolescent girls with mental health risk factors
Manner, J., Doi, L., Laird, Y., (2020). 'That's given me a bit more hope' - adolescent girls' experiences of Forest School. Children's GeographiesPsychological 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, 206Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario
Collaborative efforts between organizations can make forest and nature school opportunities available to more children
Niblett, B., Hiscott, K., Power, M., McFarlane, H., (2020). Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario. Canadian Journal of Environmental Education, 23(2),How and why did outdoor play become a central focus of Scottish early learning and care policy
Case study reveals opportunities and barriers to the implementation of outdoor play programs in Scotland
Perlman, M., Howe, N., Bergeron, C., (2020). How and why did outdoor play become a central focus of Scottish early learning and care policy. Canadian Journal of Environmental Education, 23(2),Taking it outside: Engaging in active, creative, outdoor play with digital technology
The use of iPads by kindergarten children accompanied and added to their active and creative outdoor play, while also promoting nature connectedness
McGlynn-Stewart, M., Maguire, N., Mogyorodi, E., (2020). Taking it outside: Engaging in active, creative, outdoor play with digital technology. Canadian Journal of Environmental Education, 23(2),The 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,Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program
Parents believe that the benefits of a forest school program are greater than any risks involved
Zimanyi, L., Rossovska, O., (2020). Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program. Journal of Innovation in Polytechnic EducationThe impact of school gardens on youth social and emotional learning: A scoping review
Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion
Lohr, A. M., Krause, K. C., McClelland, J., Gorden, N. V., Gerald, L. B., Casino Jr, V. D., Wilkinson-Lee, A., Carvajal, S. C., (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning,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,Beyond traditional school readiness: How nature preschools help prepare children for academic success
Nature preschools can be effective in promoting school readiness
Burgess, E., Ernst, J., (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. International Journal of Early Childhood Environmental Education, 7(2),Fostering connections to nature - Strategies for community college early childhood teachers
Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education
Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3),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 EducationEvaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework
Use of a field-tested evaluation protocol can augment the evidence base for the green schoolyard movement as a health-promotion strategy
Gerstein, D. E., Bates, C. R., Bohnert, A. M., (2021). Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework. Children, Youth and Environments, 31(1),Linking public urban green spaces and human well-being: A systematic review
Characteristics of urban green space positively linked to human well-being include structure, biodiversity, and naturalness
Reyes-Riveros, R., Altamirano, A., Barrera, F. D. L., Rozas-Vasquez, D., Vieli, L., Meli, P., (2021). Linking public urban green spaces and human well-being: A systematic review. Urban Forestry & Urban Greening, 61Meaning-making of student experiences during outdoor exploration time
Teachers and students identify multiple benefits of regular opportunities for self-directed outdoor learning
Berg, S., Bradford, B., Barrett, J., Robinson, D. B., Camara, F., Perry, T., (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2),The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research
A systematic review of the literature highlights the potential positive impact of nature-based learning for primary school aged children
Miller, N. C., Kumar, S., Pearce, K. L., Baldock, K. L., (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27(8),Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program
Nature- and farm-based preschool programs have the potential to positively impact children and their families.
Rymanowicz, K., Hetherington, C., Larm, B., (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8(1),A dog-assisted reading programme's unanticipated impact in a special education classroom
A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needs
Kirnan, J., Shah, S., Lauletti, C., (2020). A dog-assisted reading programme's unanticipated impact in a special education classroom. Educational Review, 72(2),Nature connection in early childhood: A quantitative cross-sectional study
Attending a nature nursery is associated with higher nature connection
Barrable, A., Booth, D., (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(375)Supporting school readiness naturally: Exploring executive function growth in nature preschools
Children attending nature preschool showed growth in executive function skills beyond what would be expected in typically developing children
Zamzow, J., Ernst, J., (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. The International Journal of Early Childhood Environmental Education, 7(2),Contributions to sustainability through young children's nature play: A systematic review
Nature play is a valid contributor to sustainability outcomes
Ernst, J., McAllister, K., Siklander, P., Storli, R., (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13,Early childhood environmental education: A systematic review of the research literature
Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes
Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31MADE POSSIBLE WITH SUPPORT FROM:
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