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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, 3Young 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),Green schools in Taiwan -- Effects on student sustainability consciousness
Green schools and non-green schools have similar effect on the sustainability consciousness of students in Taiwan
Olsson, D., Gericke, N., Boeve-dePauw, J., Berglund, T., Chang, T., (2019). Green schools in Taiwan -- Effects on student sustainability consciousness. Global Environmental Change, 54,Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa
Young people in Germany and South Africa are detached from the natural world
Gräntzdörffer, A.J., James, A., Elster, D., (2019). Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa. International Journal of Environmental and Science Education, 14(7),Experiencing the outdoors: Embodied encounters in the Outward Bound Trust
Young people interpret outdoor education practices through bodily encounters with the natural environment
Hickman Dunne, J., (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3),We are wilderness explorers: A review of outdoor education in Canada
Outdoor education in Canada generally focuses on the country’s history, environmental knowledge, outdoor-living skills, and personal growth
Purc-Stephenson, R.J., Rawleigh, M. H., Kemp, H., Asfeldt, M., (2019). We are wilderness explorers: A review of outdoor education in Canada. Journal of Experiential Education, 42(4),Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development
Promoting agency in young children is of major importance for education for sustainable development
Bascope, M., Perasso, P., Reiss, K., (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11Utilising 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),Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature
The experiential aspects of saving animals can enhance children’s appreciation and understanding of animals, nature, and nature conservation.
Giusti, M., (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12)“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 EducationRefocusing environmental education in the early years: A brief introduction to a pedagogy for connection
Early childhood environmental education should place connectedness to nature at the center and have environmental protection as its goal
Barrable, A., (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1)An 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),Promoting health-related quality of life in minority youth through environmental education and nature contact
Minority youth who participated in an environmental education and nature contact program reported improved overall health-related quality of life
Ekenga, C.C., Sprague, N,, Shobiye, D.M., (2019). Promoting health-related quality of life in minority youth through environmental education and nature contact. Sustainability, 115th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment
A group of teachers in Norway rarely linked their outdoor teaching practices to sustainable development
Aksland, C., Rundgren, S. N. C., (2020). 5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Eduction and Outdoor Learning, 20(3),Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss
Research on connection with nature and coping with environmental change can benefit from integration
Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and NatureWhat is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence
Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented
Proctor, R., Guell, C., Wyatt, K., Williams, A. J., (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64Gardens 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,Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model
An activity-based “whole institution” approach may promote student engagement in Eco-School programs
Schröder, L, U., Wals, A. E. J., van Koppen, C. S. A., (2020). Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model. Environmental Education Research, 26(8),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),Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools
Swedish preschoolers generally ignored new features installed at their schools to enhance biodiversity, perhaps due to their lack of involvement in the process
Almer, E., Askerlund, P., Samuelsson, T., Waite, S., (2020). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools. Journal of Adventure Education and Outdoor LearningThe 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,Growing a garden-based approach to art education
Garden-based art education programs can promote environmental awareness and advocacy
Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4),Place-based practice: Landscapes and artistic identity in an elementary art classroom
A pedagogy of place in art education may help students understand connections between the landscape and their sense of self
Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4),Educating through art, ecology, and ecojustice: A rain barrel project
Artmaking can help students address local ecological challenges
Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1),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),"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency
Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency
Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1),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 EducationWhat difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth
Youths’ everyday climate crisis activism can make important contributions to a more sustainable future
Trott, C. D., (2021). What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children's GeographiesOutcomes of art-based environmental education in the Hudson River Watershed
An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy
Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(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, 61Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran
School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences
Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban GreeningThe effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality
Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality
Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12Meaning-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),Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development
Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships
Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8),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),Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial
Teacher-designed activities help preschoolers understand connections between healthy living and environmental sustainability
Kornilaki, E. N., Skouteris, H., Morris, H., (2021). Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial. Early Child Development and CareNorwegian kindergarten children’s knowledge about the environmental component of sustainable development
Norwegian kindergarten children demonstrate knowledge about sustainable development
Melis, C., Wold, P., Bjørgen, K., Moe, B., (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12,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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