Ecological identity, empathy, and experiential learning: A young child's exploration of a nearby river

Nature and parent working together can become key contributors to the development of a child’s ecological identity

Humphreys, C., Blenkinsop, S., (2018). Ecological identity, empathy, and experiential learning: A young child's exploration of a nearby river. Australian Journal of Environmental Education

Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision

School/university collaboration results in a children-led vision of a school playground

Menconi, M.E., Grohmann, D., (2018). Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision. Thinking Skills and Creativity, 29, 71-86.

Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education

Physical and social features of an urban environmental education leadership program act as affordances in promoting youth assets and critical consciousness

Delia, J., Krasny, M.E., (2018). Cultivating positive youth development, critical consciousness, and authentic care in urban environmental education. Frontiers in Psychology, 15

What difference do role models make? Investigating outcomes at a residential environmental education center

Students who identified known adults as role models exhibited enhanced environmental responsibility, character development and leadership, and attitudes toward school

Stern, M.J., Frensley, B.T., Powell, R.B., Ardoin, N.M., (2018). What difference do role models make? Investigating outcomes at a residential environmental education center. Children's Geographies, 24(6), 818-830.

Connecting brawn, brains, and people: An exploration of non-traditional outcomes of youth stewardship programs

Stewardship programs should be place-based and build trust among participants, leaders, and partner organizations

DuBois, B., Krasny, M.E., Smith, J.C., (2018). Connecting brawn, brains, and people: An exploration of non-traditional outcomes of youth stewardship programs. Environmental Education Research, 24(7), 937-954.

Rethinking preschool physical design: Enhancing environmental stewardship among children

Physical design elements of preschool settings should maximize children’s interactions with nature

Shaari, M.F., Ahmad, S.S., Ismail, I.S., (2018). Rethinking preschool physical design: Enhancing environmental stewardship among children. Asian Journal of Behavioural Studies, 3(13), 128-139.

Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia

Students with direct experience of nature produced richer poetic writing than students with vicarious contact with nature

Gardner, P., Kuzich, S., (2018). Green writing: The influence of natural spaces on primary students' poetic writing in the UK and Australia. Cambridge Journal of Education, 48(4), 427-443.

Unsettling food security: The role of young people in Indigenous food system revitalisation

Children have a key role to play in revitalizing the critical connection between access to Indigenous food systems and Indigenous food security

Bagelman, C., (2018). Unsettling food security: The role of young people in Indigenous food system revitalisation. Children & Society, 32(3), 219-232.

Nature-based learning for student achievement and ecological citizenship

Nature-based learning recognizes and addresses the needs of both students and the natural world

Chawla, L., (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1 & 2)

Developing ecological literacy in a forest garden: Children's perspectives

Forest gardens can be used to foster children's ecological literacy

Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T., (2019). Developing ecological literacy in a forest garden: Children's perspectives. Journal of Adventure Education and Outdoor Learning,, 19(3), 227-241.

Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science

An experiential science education program with a focus on cultural relevancy and eco-justice increased urban children’s knowledge and engagement in science

Djonko-Moore, C., Leonard, J., Holifield, Q., Bailey, E.B., Almughyirah, S.M., (2018). Using culturally-relevant experiential education to enhance urban children's knowledge and engagement in science. Journal of Experiential Education, 41(2), 137-153.

Fostering children's connection to nature through authentic situations: The case of saving salamanders at school

Authentic conservation project is used to promote an enduring positive relationship with nature

Barthel, S., Belton, S., Raymond, C.M., Giusti, M., (2018). Fostering children's connection to nature through authentic situations: The case of saving salamanders at school. Frontiers in Psychology, 8

Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners

Children’s literature can be an integral component of education for sustainable development for young learners

Bhagwanji, Y., Born, P., (2018). Use of children's literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2), 85-102.

The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools

Disadvantaged youth showed improved academic performance after participating in an environmental and science education program using a head-heart-hands approach

Jagannathan, R., Camasso, M.J., Delacalle, M., (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66, 53-62.

Nature contact at school: The impact of an outdoor classroom on children's well-being

Outdoor classrooms can be used for increasing nature contact and promoting student well-being

Largo-Wight, E., Guardino, C., Wludyka, P.S., Hall, K.W., Wight, J.T., Merten, J.W., (2018). Nature contact at school: The impact of an outdoor classroom on children's well-being. International Journal of Environmental Health Research, 28(6), 653-666.

Learning in the Finnish outdoor classroom: Pupils' views

Reflection on learning may raise students’ awareness of what they’re learning in an outdoor setting

Sjoblom, P., Svens, M., (2019). Learning in the Finnish outdoor classroom: Pupils' views. Journal of Adventure Education and Outdoor Learning,, 19(4), 301-314.

Inconsistencies in early science education: Can nature help streamline state standards?

Explorations in playspaces with natural elements can provide the foundation for early science learning

Kloos, H., Waltzer, T., Maltbie, C., Brown, R.D., Carr, V., (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4)

Running Wild: Engaging and empowering future custodians of place through creative nature-based play

Creative nature-based play embedded in the participatory arts fosters children’s connection to nature and promotes their ability to act as agents of change in their local environment

Beer, T., Cook, A., Kantor, K., (2018). Running Wild: Engaging and empowering future custodians of place through creative nature-based play. Journal of Public Pedagogies,, 3

Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)

Developers of a nature-based public preschool describe its development and perceptions of success in academic, physical, social and emotional development and connectedness to nature realms

Ashmann, S., (2018). Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1), 35-43.

Early childhood educators' perceptions of play and inquiry on a nature playspace

Early childhood educators describe a nature playscape as an environment that supports the holistic development of children

Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2), 82-101.

Growing a nature kindergarten that can flourish

Guiding principles for developing a nature kindergarten focused on place-based learning, environmental stewardship, Indigenous ways of knowing, and an emergent curriculum

Elliot, E., Krusekopf, F., (2018). Growing a nature kindergarten that can flourish. Australian Journal of Environmental Education

Exploring urban design strategies that maximize the benefits of urban nature for children's well-being

Integrating high-quality natural areas into dense urban settings offers benefits to children, other community members, the municipality, and the natural environment

Mangone, G., (2018). Exploring urban design strategies that maximize the benefits of urban nature for children's well-being. Ecopsychology, 10(4)

Four methods for engaging young children as environmental education researchers

Engaging young children as co-researchers recognizes their agency and right to be involved in matters of relevance to them

Green, C., (2017). Four methods for engaging young children as environmental education researchers. International Journal of Early Childhood Environmental Education, 5(1)

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

The Environmental Commons in Urban Communities: The potential of place-based education

Place-based stewardship education in urban communities promotes knowledge, skills, and motivation needed for sustaining common-pool resources

Flanagan, C., Gallay, E., Pykett, A., Smallwood, M., (2019). The Environmental Commons in Urban Communities: The potential of place-based education. Frontiers in Psychology, 10

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.

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.

The psychological and social benefits of a nature experience for children: A preliminary investigation

Spending time in nature has psychological, social, and pro-environmental benefits for children

Dopko, R.L., Capaldi, C.A., Zelenski, J.M., (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138.

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.

Experiencing the outdoors: Embodied encounters in the Outward Bound Trust

Young people interpret outdoor education practices through bodily encounters with the natural environment

Hickman Dunne, J., (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3), 279-291.

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.

Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development

Promoting agency in young children is of major importance for education for sustainable development

Bascope, M., Perasso, P., Reiss, K., (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11

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.

Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature

The experiential aspects of saving animals can enhance children’s appreciation and understanding of animals, nature, and nature conservation.

Giusti, M., (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12)

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

A residential camp's impact on youths' leadership skills and natural resource knowledge

Residential natural resource camps may enhance campers’ perception of their leadership skills and increase their ecological knowledge

Frey, S.N., Parent, V., (2019). A residential camp's impact on youths' leadership skills and natural resource knowledge. Journal of Youth Development, 14(4), 101-117.

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

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

Assessing nature connection and wellbeing during an experiential environmental program

Experiential nature programs may be effective in promoting both the psychological wellbeing and nature connectedness of children

Hinds, J., O'Malley, S., (2019). Assessing nature connection and wellbeing during an experiential environmental program. Children, Youth and Environments, 29(2), 92-107.

“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.