Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden

Garden-based inquiry learning can foster the development of democratic competencies in preschool children

Casey, E.M., DiCarlo, C.F., Sheldon, K.L., (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research

Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship

Converging evidence from diverse fields offers causal support for nature’s impact on learning, development and environmental stewardship

Kuo, M., Barnes, M., Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10

'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), 143-152.

Association of Education Outside the Classroom and pupils' psychosocial well-being: Results from a school year implementation

Outdoor learning may be more beneficial when concentrated in fewer, longer sessions rather than shorter sessions

Bølling, M., Niclasen, J., Bentsen P., Nielsen, G., (2019). Association of Education Outside the Classroom and pupils' psychosocial well-being: Results from a school year implementation. Journal of School Health, 89, 210-218.

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 Play

Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design

Authentic participation of children in playspace design offers challenges and opportunities

Kreutz, A., Derr, V., Chawla, L., (2018). Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design. Landscape Journal, 37(1), 39-54.

A 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, 10

A 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, 71-79.

Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh

School grounds offering different behavior settings and providing various affordances may enhance children’s experience of learning and play

Khan, M., Bell, S., McGeown, S., Silveirinha de Oliveira, E., (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1), 95-110.

Partners through playgrounds: Building a play community

With limited funds, a community-based effort transforms a traditional playground into a naturalized setting supportive of enhanced play and learning

Moran, M.J., Brookshire, R.A., Coe, D.P., Flynn, J.O., Shideler, M.G., (2019). Partners through playgrounds: Building a play community. Children, Youth and Environments, 29(1), 153-163.

Teacher and student perceptions of an outdoor classroom

Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom

Guardino, C., Hall, K.W., Largo-Wight, E., Hubbuch, C., (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113-126.

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, 3

Young 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), 18-36.

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), 268-278.

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), 21-40.

‘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 Society

Naturalized versus traditional school grounds: Which elements do students prefer and why

Students prefer school grounds with biodiverse, "tidy" vegetation over paved ones

Lindemann-Matthies, P., Kohler, K., (2019). Naturalized versus traditional school grounds: Which elements do students prefer and why. Urban Forestry & Urban Greening, 46

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), 364-381.

Utilising 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), 983-997.

Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study

School-based gardening showed small impact on children’s physical activity, knowledge of nutrition, and willingness to try new fruits.

Khan, M., Bell, R., (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study. International Journal of Environmental Research and Public Health

Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children

Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing

Harvey, D.J., Montgomery, L.N., Harvey, H., Hall, F., Gange, A.C., Watling, D., (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67

Rewilding education? Exploring an imagined and experienced outdoor learning space

Transforming a school’s outdoor space can influence and shift its practices and culture

Bates, C., (2020). Rewilding education? Exploring an imagined and experienced outdoor learning space. Children's Geographies, 18(3)

Muddy knees and muddy needs: Parents perceptions of outdoor learning

Parents and teachers have different ideas about the value of outdoor learning

Parsons, K.J., Traunter, J., (2019). Muddy knees and muddy needs: Parents perceptions of outdoor learning. Children's Geographies

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 Behavior

Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren

Quality of implementation played a role in the effectiveness of a school garden program

Huys, N., Cardon, G., De Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., De Lepeleere, S., Deforche, B., (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren. PLoS One, 14(3)

Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

The "good" education in nature seems to mean different things for different children in some mobile preschools

Harju, A., Balldin, J., Ladru, D.E., Gustafson, K, (2020). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood

“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), 5-26.

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 Education

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), 198-210.

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, 11

Self-regulation gains in kindergarten related to frequency of green schoolyard use

Higher frequency of green schoolyard use and more time outdoors are linked to self-regulation gains in kindergarten students

Faber Taylor, A., Butts-Wilmsmeyer, C., (2020). Self-regulation gains in kindergarten related to frequency of green schoolyard use. Journal of Environmental Psychology, 70

5th-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), 274-283.

'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 Geographies

Greening schoolyards - An urban resilience perspective

Using a resilience frame to explore greening schoolyard initiatives can support the strengthening of systems at different scales

Flax, L., Altes, R. K., Kupers, R., Mons, B., (2020). Greening schoolyards - An urban resilience perspective. Cities, 106

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, 1-14.

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, 206

Partnering 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), 67-85.

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), 46-66.

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), 31-45.

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), 538-550.

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, 1-10.

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 Learning

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 Education

A national research agenda supporting green schoolyard development and equitable access to nature

Green schoolyards can be a tool for equitable access to nature, but more coordinated research and action are required

Stevenson, K.T., Moore, R., Cosco, N., Floyd, M.F., Sullivan, W., Brink, L., Gerstein, D., Jordan, C., Zaplatosch, J., (2020). A national research agenda supporting green schoolyard development and equitable access to nature. Elementa: Science of the Anthropocene, 8(10)

The 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, 1-14.

Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children

“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children

Lee, C. K., Bailie, P. E., (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4), 147-158.

Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature

Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature

Luís, S., Dias, R., Lima, M. L., (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11

Children's augmented storying in, with and for nature

Augmented storying can invite positive interactions with nature

Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149), 1-15.