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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),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),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,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),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, 14Outdoor 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. AREAFrom 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),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 EducationMechanisms 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),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),Sowing seeds for healthier diets: Children's perspectives on school gardening
Including children in the planning and evaluation of school gardening and other health promotion programs may improve their effectiveness
Nury, E., Sarti, A., Dijkstra, C., Seidell, J., Dedding, C., (2017). Sowing seeds for healthier diets: Children's perspectives on school gardening. International Journal of Environmental Research and Public Health, 14Stories 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),Impact of school gardens in Nepal: A cluster randomised controlled trial
School garden program in Nepal raised awareness and knowledge of and preferences for fruit and vegetables but did not result in increased consumption of fruit and vegetables
Schreinemachers, P., Bhattarai, D.R., Subedi, G.D., Acharya, T.P., Chen, H-p., Yang, R-y., Kashichhawa, N.K., Dhungana, U., Luther, G.C., Mecozzi, M., (2017). Impact of school gardens in Nepal: A cluster randomised controlled trial. Journal of Development Effectiveness, 9(3),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),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,The role of outdoor education in child development in Italian nursery schools
Outdoor activities may be more effective in promoting early child development than indoor activities
Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6),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),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),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)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),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,Nature by design: Playscape affordances support the use of executive function in preschoolers
The affordances of natural play spaces can support the development of executive function in preschool children
Carr, V., Brown, R.D., Schlembach, S., Kochanowski, L., (2017). Nature by design: Playscape affordances support the use of executive function in preschoolers. Children, Youth and Environments, 27(2),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),Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres
Nature-based risky play can promote young children’s development
Brussoni, M., Ishikawa, T., Brunelle, S., Herrington, S., (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology, 54,"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),Effects of school gardening lessons on elementary school children's physical activity and sedentary time
Garden-based lessons may increase students’ physical activity and decrease their sedentary time without interrupting learning time
Rees-Punia, E., Holloway, A., Knauft, D., Schmidt, M.D., (2017). Effects of school gardening lessons on elementary school children's physical activity and sedentary time. Journal of Physical Activity and Health, 14(12),Promoting school connectedness among minority youth through experience-based urban farming
Experiential learning through urban farming may promote school connectedness of at-risk students
Fifolt, M., Morgan, A.F., Burgess, Z.R., (2017). Promoting school connectedness among minority youth through experience-based urban farming. Journal of Experiential Education"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),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 ChildhoodA 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, 8How 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),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),'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption
School gardening may contribute to children’s intrinsic motivation to eat more vegetables
Sarti, A., Dijkstra, C., Nury, E., Seidell, J.C., Dedding, C., (2017). 'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption. Children & Society, 31(6),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 PsychologyEvaluation 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),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),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 EducationEffects 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),"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),Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens
A new materialist view of the child-nature relationship assigns vitality to non-human materials
Arvidsen, J., (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's GeographiesNEP (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),School gardens: A qualitative study on implementation practices
School personnel and students, while positive about having a school garden, make suggestions for improved implementation
Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., De Lepeleere, S., (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12)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),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,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),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 GreeningNurture 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),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 & CommunicationAnalyzing 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),MADE POSSIBLE WITH SUPPORT FROM:
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