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Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis
Preschool teachers in Turkey believe that outdoor activities contribute to child development, yet generally hesitate taking children outside
Ozturk, Y., Ozer, Z., (2022). Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis. Early Child Development and Care, 192(11),Meaning-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),Children's agency and action in nature preschool: A tale of two programs
Young children, with support of early childhood educators, have the ability to be meaningfully involved in ecologically sustainable practices
Konerman, R., Elliott, S., Pugh, R., Luthy, T., Carr, V., (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2),Nature and children's health: A systematic review
Positive associations between nature contact and children’s health supports advocacy for equitable nature access
Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., Tandon, P. S., (2021). Nature and children's health: A systematic review. Pediatrics, 148(4)Finnish student teachers’ ideas of outdoor learning
Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning
Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor LearningHow to support young children's interest development during exploratory natural science activities in outdoor environments
Different interactional qualities of teachers are needed to support young children's interest in natural elements
Skalstad, I., Munkebye, E., (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 120Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development
Nature-specific learning outside the classroom has measurable socio-emotional, academic and wellbeing benefits for school children across all ages
Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., Cowper, R., (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development. Frontiers in Public Health, 10Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature
Nature-based instruction supports science learning for all students regardless of socioeconomic status
Faber Taylor, A., Butts-Wilmsmeyer, C., Jordan, C., (2022). Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature. Environmental Education ResearchHow does play in the outdoors afford opportunities for schema development in young children?
Loose parts in an outdoor environment can enhance children’s play and promote their holistic development.
Boulton, P., Thomas, A., (2022). How does play in the outdoors afford opportunities for schema development in young children?. International Journal of Play, 11(2),Naturally enough? Children, climate anxiety and the importance of hope
A pedagogy of hope encourages and supports children’s climate change activism
Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3),Climate change and child health: a scoping review and an expanded conceptual framework
Climate change will have a detrimental direct and indirect impact on children’s health and wellbeing
Helldén, D., Andersson, C., Nilsson, M., Ebi, K. L., Friberg, P., Alfvén, T., (2021). Climate change and child health: a scoping review and an expanded conceptual framework. Lancet Planet Health, 5(3),Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project
Education outside the classroom can have a positive effect on biological stress regulation
Dettweiler, U., Gerchen, M., Mall, C., Simon, P., Kirsch, P., (2022). Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project. British Journal of Educational Psychology, 93(1),School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California
School greenspace may bolster the effects of instructional interventions for students with high academic support needs
Rahai, R., Wells, N. M., Evans, G. W., (2023). School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California. Journal of Environmental Psychology, 83The autonomy-authority duality of shared decision-making in youth environmental action
Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging
Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4),How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA
Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes
Derr, V., Kovács, I. G., (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1),Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives
Engaging children in the co-production of nature-based solutions can foster their connections to nature
Hoyle, H., Cottrill, W., (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness
Cultural connections can play an important role in the wholistic wellness of Indigenous children
Riley, K., Chow, A. F., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., Erlandson, M. C., Humbert, M. L., (2023). A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3)Developing sense of place through a place-based Indigenous education for sustainable development curriculum
A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place
Li, Wei-Ting, Shein, Paichi Pat, (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5),Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings
A “two-eyed seeing” approach can support Indigenous self-determination and wholistic health
Riley, K., Chow, A. F., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., Erlandson, M. C., (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples“We should have held this in a circle”: White ignorance and answerability in outdoor education
Barriers to addressing settler colonialism in outdoor education programs include lack of understanding, fear, and adherence to white ignorance
Brooks, S. D., Sabzalian, L., Weiser-Nieto, R., Springer, S., (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2),The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers
The benefits of outdoor activities in nature may go beyond what can be achieved in school
Adams, D., Beauchamp, G., (2021). The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers. Journal of Outdoor and Environmental Education, 24,Teachers as learners: Outdoor elementary science
Outdoor Science Education program helps teachers learn science as 5th graders learn science
Carrier, S. J., Fraulo, A. B., Peterson, M. N., Stevenson, K. T., Romeo, L. M., (2023). Teachers as learners: Outdoor elementary science. Electronic Journal for Research in Science & Mathematics Education, 27(2),“We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors
Teachers’ opportunities for mentorship are essential to risky outdoor play and learning in schools
Zeni, M., Schnellert, L., Brussoni, M., (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental EducationEnable, reconnect and augment: A new ERA of virtual nature research and application
Immersive virtual nature experiences may enhance human-nature interactions and improve public health
Litleskare, S., MacIntyre, T. E., Calogiuri, G., (2020). Enable, reconnect and augment: A new ERA of virtual nature research and application. International Journal of Environmental Research and Public Health, 17(5)A greening theory of change: How neighborhood greening impacts adolescent health disparities
Neighborhood greening may improve adolescent health and reduce health disparities
Kondo, M. C., Locke, D., Hazer, M., Mendelson, T., Fix, R. L., Joshi, A., Latshaw, M., Fry, D., Mmari, K., (2024). A greening theory of change: How neighborhood greening impacts adolescent health disparities. American Journal of Community PsychologyThe association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements
Children’s exposure to natural environments is associated with positive mental health outcomes but the overall evidence is limited by methodological differences
Davis, Z., Guhn, M., Jarvis, I., Jarrett, M., Nesbitt, L., Oberlander, T., Sbihi, H., Su, J., van den Bosch, M., (2021). The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements. International Journal of Hygiene and Environmental Health, 235Associations between nature exposure and health: A review of the evidence
Nature is connected to a wide array of health benefits for children and youth
Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., James, P., (2021). Associations between nature exposure and health: A review of the evidence. International Journal of Environmental Research and Public Health, 18(9)Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review
Learning in nature is a feasible intervention for promoting positive learning outcomes for children
Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents
Nature in the school environment supports children’s and adolescents’ healthy neurodevelopment
Díaz-Martínez, F., Sánchez-Sauco, M. F., Cabrera-Rivera, L. T., Ojeda Sánchez , C., Hidalgo-Albadalejo, M. D., Claudio, L., Ortega-García, J. A., (2023). Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents. International Journal of Environmental Research and Public Health, 20Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing
Teachers with numerous biophilic elements in their schools report favorable views of biophilic design’s impact on learning
Lanzaro, B., Ucci, M., (2024). Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing. Architecture, 4(2)Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations
Children with more green space around their home, school, and neighborhood have better neuropsychological and mental health outcomes
Luque-García, L., Corrales, A., Lertxundi, A., Díaz, S., Ibarluzea, J., (2022). Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations. Environmental Research, 206Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways
Time spent outdoors in early childhood may offer long-term benefits for children’s social, cognitive, and academic functioning
Ulset, V. S., Borge, A. I. H., Vitaro, F., Brendgen, M., Bekkhus, M., (2023). Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways. Journal of Environmental Psychology, 85Outcomes of biophilic design for schools
Biophilic design interventions can enhance learning and improve teacher retention, student attendance and behavior
Browning, W., Determan, J., (2024). Outcomes of biophilic design for schools. Architecture, 4,The biophilic school: A critical synthesis of evidence-based systematic literature reviews
Biophilic design can make schools healthier places for teaching and learning
Fisher, K., (2024). The biophilic school: A critical synthesis of evidence-based systematic literature reviews. Architecture, 4,Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico
Conservation education may benefit from incorporating participatory action research principles
Franquesa‐Soler, M., Sales, L. J., Rivera, E. S., (2022). Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico. American Journal of Primatology, 85(5)Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education
Integrating Indigenous Ecological Knowledge into early childhood environmental education can deepen young children’s connectedness to nature
Acharibasam, J. B., McVittie, J., (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education, 39,Interdisciplinary nature journaling improves mood and helps build connection in middle school students
Nature journaling supports students’ well-being and environmental awareness
Arbor, R. N., Matteson, K., (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4),Practitioner perspectives on nature-based learning for autistic children
Nature-based learning can promote the well-being of autistic children by affirming and supporting their way of learning
Friedman, S., Morrison, S. A., Shibata, A., (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental EducationBiophilic campus: An emerging planning approach for a sustainable innovation-conducive university
A theoretical framework for university campus design intertwines biophilia, sustainability and innovative learning opportunities
Abdelaal, M. S., (2019). Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university. Journal of Cleaner Production, 215,Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction
Elementary teachers need continued administrative support to take science out to the schoolyard
Fiocca, S., Carrier, S. J., McGowan, J., (2024). Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction. Journal of Outdoor Recreation, Education and Leadership, 16(4),“It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water
Environmental artworks can enhance children’s learning about sustainability
O'Gorman, L., (2024). “It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water. Australian Journal of Environmental Education, 40,Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review
Engaging with nature in educational settings can improve students’ well-being for optimal learning experiences
Ly, V., Vella‐Brodrick,, D. A., (2024). Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review. Educational Psychology Review, 36(133)The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment
Girls and youth of color experienced the largest gains in their dispositions toward science and the environment through participation in outdoor environmental education
Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., Pande, A., Laina, V., (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education ResearchEffects of a school-based garden program on academic performance: A cluster randomized controlled trial
Participation in a garden-based learning intervention improved fourth graders’ standardized reading test scores
Davis, J. N., Nikah, K., Landry, M, J,, Vandyousefi, S., Ghaddar, R., Jeans, M., Cooper, M. H., Martin, B., Waugh, L., Sharma, S. V., van den Berg, A. E., (2023). Effects of a school-based garden program on academic performance: A cluster randomized controlled trial. Journal of the Academy of Nutrition and Dietetics, 123(4),How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Encouraging play in school gardens may support a state of well-being that is optimal for learning
Pope, E., Marston, S. A., Thompson, M., Larson, S., (2023). How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. Theory into Practice, 62(2),From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents
Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity development
Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., Rillero, K. M., (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences, 15(246)The benefits of school recess: A Systematic Review
School recess supports an array of academic, cognitive, behavior and emotional, physical health, and social well-being benefits
Hodges, V. C., Centeio, E. E., Morgan, C. F., (2022). The benefits of school recess: A Systematic Review. Journal of School Health, 92(10),MADE POSSIBLE WITH SUPPORT FROM:
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