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Nature-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),From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children
Eco-parenting promotes climate change mitigation and adaptation capacities in children
Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2),A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change
Providing innovative and participatory approaches for climate change education can empower children and young people
Rousell, D., Cutter-Mackenzie-Knowles, A., (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2),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),Children environmental identity development in an Alaska native rural context
Rural Native children have a strong environmental identity promoted by their subsistence-based lifestyle
Green, C., (2017). Children environmental identity development in an Alaska native rural context. International Journal of Early Childhood, 49,“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood
Sustainability education at nature-based preschools in the United States is limited
Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3),Tracking education for sustainable development in ECEC institutions’ annual plans
Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development
Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ),Preschool children’s agency in education for sustainability: The case of Sweden
The preschool curriculum in Sweden reflects children’s agency in education for sustainability
Borg, F., Samuelsson, I. P., (2022). Preschool children’s agency in education for sustainability: The case of Sweden. European Early Childhood Education Research Journal, 30(1),Affordances of small animals for young children: A path to environmental values of care
Affordances of small animals may promote sustainability goals for young children
Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1),Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula
Cultural characteristics of different countries influence their understanding of sustainability
Kim, S., Dreamson, N., (2020). Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal, 28(5),Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature
Research on education for sustainable development has generally not included early childhood
Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2),The 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, 79The teacher’s role for engagement in foraging and gardening activities in kindergarten
Early childhood educators nurture young children’s enthusiasm for learning in nature
Bergan, V., Nylund, M. B., Midtbø, I. L., Paulsen, B. H. L., (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education ResearchNature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives
Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability
Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4)‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education
A theatrical performance could be an effective tool for addressing sustainability issues in early childhood
Weldemariam, K., (2020). ‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education. Discourse: Studies in the Cultural Politics of Education, 41(3),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
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)Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
Children’s learning across natural and digital environments supports developing eco-literacy
Caiman, C., Kjällander, S., (2024). Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research, 30(1),The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study
Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregivers
Mintoff, Z., Andersen, P., Warren, J., Elliott, S., Nicholson, C., Byfield-Fleming, H., Barber, F., (2023). The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study. Australian Journal of Environmental EducationEco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children
An arts-in-nature program helps children connect with nature and appreciate nature’s contribution to their own wellbeing
Walshe, N., Perry, J., Moula, Z., (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16)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, 19Teacher 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)Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities
Youth involvement in infrastructure planning in response to climate change can benefit both the youth and the community
Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., Hyde, A., (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9)Exploring children’s participation in the framework of early childhood environmental education
Environmental education can engage young children as equal partners through participatory approaches
Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3),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 EducationChildren’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature
Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors
Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental PsychologyTurning 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)Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark
An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark
Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10),Enhancing preschoolers’ creativity through art-based environmental education for sustainability
Art-based environmental education engages young children’s creative thinking around sustainability issues
Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1),Eco-Capabilities as a Pathway to Wellbeing and Sustainability
Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors
Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)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 ResearchFrom 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)Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies
Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement
Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C., (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process, 13(2),“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability
Pre-school teachers connect sustainability in education to the care and protection of our world
Navarrete, A. M. L., (2025). “We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability. Journal of Early Childhood ResearchMADE POSSIBLE WITH SUPPORT FROM:
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