The impact of a natural playscape installation on young children's play behaviors

Natural playscapes foster more sustained, constructive, and cooperative play

Kuh, L. P., Ponte, I., Chau, C., (2013). The impact of a natural playscape installation on young children's play behaviors. Children, Youth and Environments, 23(2), 49-77.

Exploring the outdoors together: Assessing family learning in environmental education

Family collaboration enhances learning during nature walks

Zimmerman, H. T., McClain, L. R., (2014). Exploring the outdoors together: Assessing family learning in environmental education. Studies in Educational Evaluation, 41(2014), 38-47.

Effects of animal-assisted activities with guinea pigs in the primary school classroom

Classroom-based animal-assisted activities program with guinea pigs decreases problem behaviors and increases social skills, but does not improve academic competence

O'Haire, M. E., McKenzie, S. J., McCune, S., Slaughter, V., (2013). Effects of animal-assisted activities with guinea pigs in the primary school classroom. Anthrozoös, 26(3), 445 - 458.

The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience

Canine-assisted literacy program increases student reading engagement, improving student academic performance in both reading accuracy and comprehension

Fisher, B., Cozens, M., (2014). The BaRK (Building Reading Confidence for Kids) canine assisted reading program: One child's experience. Literacy Learning: The Middle Years, 22(1), 70 - 80.

Encouraging play in the natural environment: A child-focused case study of forest school

Forest school nature play offers multiple benefits for six and seven year old children

Ridgers, N., Knowles, Z., Sayers, J., (2012). Encouraging play in the natural environment: A child-focused case study of forest school. Children's Geographies, 10(1), 49 - 65.

Dramatic play affordances of natural and manufactured outdoor settings for preschool-aged children

Natural playgrounds foster dramatic play in preschool children

Cloward Drown, K.K., Christensen, K.M., (2014). Dramatic play affordances of natural and manufactured outdoor settings for preschool-aged children. Children, Youth and Environments, 24(2), 53-77.

Middle years students' experiences in nature: A case study on nature-play

Access to other children and frequent visits affect children's perceptions of nature play

Francis, M., Paige, K., Lloyd, D., (2013). Middle years students' experiences in nature: A case study on nature-play. Teaching Science, 59(2), 20-30.

The benefits of children's engagement with nature: A systematic literature review

Playful styles of nature engagement yield multiple benefits for children

Gill, T., (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10-34.

Parks and families: Addressing management facilitators and constraints to outdoor recreation participation

Family engagement in outdoor recreation: Understanding constraints informs opportunities for park managers

Reis, A.C., Thompson-Carr, A., Lovelock, B., (2012). Parks and families: Addressing management facilitators and constraints to outdoor recreation participation. Annals of Leisure Research, 15(4), 315 -.

From play areas to natural areas: The role of zoos in getting families outdoors

Natural play space at a zoo exhibit influences children's play and parents' knowledge, perceptions and intention to visit natural areas

Oxarart, A. L., Monroe, M. C., Plate, R. R., (2013). From play areas to natural areas: The role of zoos in getting families outdoors. Visitor Studies, 16(1), 82-94.

The land is my school: Children, history, and the environment in the Canadian province of British Columbia

Archival letters reveal children’s learning from their engagement with the land.

Díaz-Díaz, C., Gleason, M., (2016). The land is my school: Children, history, and the environment in the Canadian province of British Columbia. Childhood, 23(2), 272-285.

Outdoor environmental assessment of attention promoting settings for preschool children

Green environments have attention promoting value for preschool children

Martensson, F., Boldemann, C., Soderstrom, M., Blennow, M., Englund, J.-E., Grahn. P., (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4), 1149-1157.

Community garden: A bridging program between formal and informal learning

Community gardening activities promote relational methods of learning, community development, environmental activism, and cultural integration.

Datta, R., (2016). Community garden: A bridging program between formal and informal learning. Cogent Education, 3(1)

Nature playscapes as contexts for fostering self-determination

Nature playscapes encourage creativity, problem-solving and self-determination

Kochanowski, L., Carr, V., (2014). Nature playscapes as contexts for fostering self-determination. Children, Youth and Environments, 24(2), 146-167.

A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature

A proposed study aims to measure the effectiveness of “connectedness to nature” as a factor in promoting physical activity and healthy eating in young children.

Sobko, T., Tse, M., Kaplan, M., (2016). A randomized controlled trial for families with preschool children - Promoting healthy eating and active playtime by connecting to nature. BMC Public Health, 16

Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places

Researcher finds no contradiction between environmental learning and taking children outdoors to play freely in natural environments

Jørgensen, K-A., (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139-1157.

Long-term outcomes of an urban farming internship program

Urban farming internship program offers long-term benefits for youth.

Sonti, N.F., Campbell, L.K., Johnson, M.L, Daftary-Steel, S., (2016). Long-term outcomes of an urban farming internship program. Journal of Experiential Education, 1-19.

Contact with nature in childhood and adult depression

Study finds a significant correlation between higher contact with nature in childhood and lower adult depression.

Snell,T.L., Lam, J.C.S., Lau, W.W., Lee, I., Maloney, E.M, Mulholland, N., Wilson, L., Wynne, L.J., (2016). Contact with nature in childhood and adult depression. Children, Youth and Environments, 26(1), 111-124.

How heterogeneous are adolescents’ preferences for natural and semi-natural riverscapes as recreational settings?

Adolescents with less experience with riverscapes express more dislike for natural river conditions.

Eder, R., Arnberger, A., (2016). How heterogeneous are adolescents’ preferences for natural and semi-natural riverscapes as recreational settings?. Landscape Research, 41(5), 555-568.

Are we working to save the species our children want to protect? Evaluating species attribute preferences among children

Children want to protect species important in nature and those whose numbers are declining.

Frew, K., Peterson, M.N., Stevenson, K., (2016). Are we working to save the species our children want to protect? Evaluating species attribute preferences among children. Oryx, 1-9.

Literacy and arts-integrated science lessons engage urban elementary students in exploring environmental issues

An integrated environmental protection unit helps students become more aware of environmental issues and solutions youth can implement.

Gray, P., Elser, C.F., Klein, J.L., Rule, A.C., (2016). Literacy and arts-integrated science lessons engage urban elementary students in exploring environmental issues. Science Education International, 27(1), 151-175.

A closer examination of the relationship between children's weight status and the food and physical activity environment

Living within half a mile of a park may lower a child’s risk of being overweight or obese by more than half

Ohri-Vachaspati, P., Llyod, K., DeLia, D., Tulloch, D., Yedidia, M.J, (2013). A closer examination of the relationship between children's weight status and the food and physical activity environment. Preventive Medicine, 57(3), 162-167.

The relationship between parental attitudes toward nature and the amount of time children spend in outdoor recreation

Parental attitudes towards nature influence children's time spent playing in nature

McFarland, A. L., Zajicek, J. M., Wallczek, T. M., (2014). The relationship between parental attitudes toward nature and the amount of time children spend in outdoor recreation. Journal of Leisure Research, 46(5), 525-539.

Fast-food restaurants, park access, and insulin resistance among Hispanic youth

Increased access to parks is associated with lower insulin resistance in adolescents, but results differ by gender

Hsieh, S., Klassen, A. C., Curriero, F. C., Caulfield, L. E., Cheskin, L. J., Davis, J. N., Goran, M. H., Weigensberg, M. J., Spruijt-Metz, D., (2014). Fast-food restaurants, park access, and insulin resistance among Hispanic youth. American Journal of Preventive Medicine, 46(4), 378-387.

Risks and benefits of green spaces for children: A cross-sectional study of associations with sedentary behavior, obesity, asthma, and allergy

Relationship of nature exposure to childhood obesity, screen time, asthma and allergy depends on the type of greenness measured

Dadvand, P., Villanueva, C. M., Font-Ribera, L., Martinez, D., Basagaña, X., Belmonte, J., Vrijheid, M., Gražulevičienė, R., Kogevinas, M., Nieuwenhuijsen, M. J., (2014). Risks and benefits of green spaces for children: A cross-sectional study of associations with sedentary behavior, obesity, asthma, and allergy. Environmental Health Perspectives, 122(12), 1329.

Attitudes, social support and environmental perceptions as predictors of active commuting behaviour in school children

Social support and environmental perceptions impact children's active commuting to school

Panter, J. R., Jones, A. P, van Sluijs, E. M. F., Griffin, S. J., (2010). Attitudes, social support and environmental perceptions as predictors of active commuting behaviour in school children. Journal of Epidemiology and Community Health, 64(1), 41-48.

Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole

The Danish udeskole is more integrated in the national educational system than are Forest Schools in England

Waite, S., Bolling, M., Bensten, P., (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22(6), 868-892.

The impact of greenery on physical activity and mental health of adolescent and adult residents of deprived neighborhoods: A longitudinal study

Increases in perceived greenery are associated with less depressive symptoms in adults

Gubbels, J. S., Kremers, S.P.J., Droomers, M., Hoefnagels, C., Stronks, K., Hosman, C., de Vries. S., (2016). The impact of greenery on physical activity and mental health of adolescent and adult residents of deprived neighborhoods: A longitudinal study. Health & Place, 40, 153-160.

Neighborhood play on the endangered list: Examining patterns in children's local activity and mobility using GPS monitoring and qualitative GIS

“Residential islands” negatively influence the amount of time children spend outdoors

Loebach, J., Gilliland, J., (2016). Neighborhood play on the endangered list: Examining patterns in children's local activity and mobility using GPS monitoring and qualitative GIS. Children's Geographies, 14(5), 573-589.

Playability of school-environments and after-school physical activity among 8–11 year-old children: Specificity of time and place

Environmental playability influences physical activity in children

Remmers, T., Van Kann, D., Thijs, C., de Vries, S., Kremer, S., (2016). Playability of school-environments and after-school physical activity among 8–11 year-old children: Specificity of time and place. International Journal of Behavioral Nutrition and Physical Activity, 13(82)

How to engage children with nature: Why not just let them play?

Free and spontaneous play is more effective than planned activities in promoting children’s interaction with nature

Skar, M., Gundersen, V., O'Brien, L., (2016). How to engage children with nature: Why not just let them play?. Children's Geographies, 14(5), 527-540.

“That was the last time I saw my house”: The importance of place attachment among children and youth in disaster contexts

Place attachment is important to children and youth’s disaster preparedness and recovery

Scannell, L., Cox, R.S., Fletcher, S., Heykoop, C., (2016). “That was the last time I saw my house”: The importance of place attachment among children and youth in disaster contexts. American Journal of Community Psychology

Residential environment for outdoor play among children in Latino farmworker families

More age appropriate toys and more limits on media usage are associated with higher levels of young children’s active play in Latino farmworker families

Arcury, T.A., Suerke, C.K., Ip, E.H., Moore, J.B., Quandt, S.A., (2017). Residential environment for outdoor play among children in Latino farmworker families. Journal of Immigrant and Minority Health, 19(2), 267-274.

Nature by default in early childhood education for sustainability

Early childhood education for sustainability calls for more meaningful engagement of children with nature.

Elliott, S., Young, T., (2016). Nature by default in early childhood education for sustainability. Australian Journal of Environmental Education, 32(1), 57–64.

Explorative study about knowledge of species in the field of early years education

Young children know more about small animals than about trees in their neighborhoods

Mohneke, M., Erguvan, F., Schlüter, K., (2016). Explorative study about knowledge of species in the field of early years education. Journal of Emergent Science, 11, 11-22.

“We don’t allow children to climb trees” - How a focus on safety affects Norwegian children’s play in early-childhood education and care settings

Safety concerns limit opportunities for risky play

Sandseter, E.B.H., Sando, O.J., (2016). “We don’t allow children to climb trees” - How a focus on safety affects Norwegian children’s play in early-childhood education and care settings. American Journal of Play, 8(2), 178-200.

Kids, raccoons, and roos: Awkward encounters and mixed affects

Awkward multispecies encounters work against indifference and invite a new kind of ethics

Taylor, A., Pacini-Ketchabaw, V., (2016). Kids, raccoons, and roos: Awkward encounters and mixed affects. Children's Geographies, 15(2), 131-145.

Connecting students to nature – How intensity of nature experience and student age influence the success of outdoor education programs

Both student age and length of time in natural surroundings influence positive changes in connectedness to nature

Braun, T., Dierkes, P., (2017). Connecting students to nature – How intensity of nature experience and student age influence the success of outdoor education programs. Environmental Education Research, 23(7), 937-949.

The myopia boom – Short-sightedness is reaching epidemic proportions. Some scientists think they have found a reason why

More time outdoors may reduce the risk of myopia in children and youth

Dolgin, E., (2015). The myopia boom – Short-sightedness is reaching epidemic proportions. Some scientists think they have found a reason why. Nature, 519, 276-278.

Nature as a moderator of stress in urban children

Nearby nature helps children cope with adversity

Corraliza, J.A., Collado, S., Bethelmy, L., (2012). Nature as a moderator of stress in urban children. Social and Behavioral Sciences, 38, 253-263.

Unruly children in unbounded spaces: School-based nature experiences for urban learning disabled young people in Greater Manchester, UK

Attempts to mitigate perceived risk result in education and leisure opportunities that are highly structured and supervised for students with disabilities

von Benzon, N., (2017). Unruly children in unbounded spaces: School-based nature experiences for urban learning disabled young people in Greater Manchester, UK. Journal of Rural Studies, 51, 240-250.

Environmental determinants of aggression in adolescents: Role of urban neighborhood greenspace

Increased residential greenspace is associated with decreased aggressive behaviors

Younan, D., Tuvblad, C., Li, L., Wu, J., Lurmann, F., Franklin, M., Berhane, K., McConnell, R., Wu, A.H., Baker, L.A., Chen, J-C, (2016). Environmental determinants of aggression in adolescents: Role of urban neighborhood greenspace. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 591-601.

Learning about real animals from anthropomorphic media

Anthropomorphic language and pictures in storybooks did not interfere with factual learning about real animals

Geerdts, M.S., Van de Walle, G.A., LoBue, V., (2016). Learning about real animals from anthropomorphic media. Imagination, Cognition and Personality, 36(1), 5-26.

Playground development in Papua New Guinea: Creating new play, learning and research environments

A new, culturally appropriate and locally-sourced playground provides a safe, stimulating environment for play, learning and research

Simoncini, K., Carr, V., Elliott, S., Manson, E., Simeon, L., Sawi, J., (2016). Playground development in Papua New Guinea: Creating new play, learning and research environments. Children, Youth and Environments, 26(1), 179-194.

Children and nearby nature: A nationwide parental survey from Norway

Nearby nature, even when easily accessed, is not an integrated part of Norwegian children’s daily life

Gundersen, V., Skar, M., O'Brien, L., Wold, L.C., Follo, G., (2016). Children and nearby nature: A nationwide parental survey from Norway. Urban Forestry & Urban Greening, 17(1), 116-125.

Exclusion and reappropriation: Experiences of contemporary enclosure among children in three East Anglian schools

Children find ways to rebuild relationships with natural places from which they are excluded

Irvine, R.D.G., Lee, E., Strubel, M., Bodenhorn, B., (2016). Exclusion and reappropriation: Experiences of contemporary enclosure among children in three East Anglian schools. Environment and planning D: Society and space, 34(5), 935-953.

Urban natural environments, obesity, and health-related quality of life among Hispanic children living in inner-city neighborhoods

Hispanic children living in inner-city neighborhoods with larger and more trees report higher health-related quality of life

Kim, J-H, Lee, C., Sohn, W., (2016). Urban natural environments, obesity, and health-related quality of life among Hispanic children living in inner-city neighborhoods. International Journal of Environmental Research and Public Health, 13(1)

The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools

Study supports the feasibility of school gardens as an educational approach in Greece

Plaka, V., Skanavis, C., (2016). The feasibility of school gardens as an educational approach in Greece: A survey of Greek schools. International Journal of Innovation and Sustainable Development, 10(2), 141-159.

Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools?

Play settings with a combination of natural and manufactured elements support cognitive play and are highly preferred by young children

Zamani, Z., (2017). Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools?. Journal of Early Childhood Research, 15(3), 256-274.

The holistic impact of classroom spaces on learning in specific subjects

Differing elements in and around the classroom impact students’ learning in math, reading, and writing

Barrett, P., Davies, F., Zhang, Y., Barrett, L., (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425-451.