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.

Green schools in Taiwan -- Effects on student sustainability consciousness

Green schools and non-green schools have similar effect on the sustainability consciousness of students in Taiwan

Olsson, D., Gericke, N., Boeve-dePauw, J., Berglund, T., Chang, T., (2019). Green schools in Taiwan -- Effects on student sustainability consciousness. Global Environmental Change, 54, 184-194.

Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa

Young people in Germany and South Africa are detached from the natural world

Gräntzdörffer, A.J., James, A., Elster, D., (2019). Exploring human-nature relationships amongst young people: Findings of a quantitative survey between Germany and South Africa. International Journal of Environmental and Science Education, 14(7), 417-424.

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)

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

The impacts of unstructured nature play on health in early childhood development: A systematic review

Nature play may positively impact children’s health and development, particularly in the areas of physical activity and cognitive development

Dankiw, K.A., Tsiros, M.D., Baldock, K.L., Kumar, S., (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PLoS ONE, 15(2)

“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

Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection

Early childhood environmental education should place connectedness to nature at the center and have environmental protection as its goal

Barrable, A., (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1)

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

Impacts of urban landscapes on students' academic performance

Students' educational outcomes are linked to the level of green and blue spaces in the schools' attendance areas

Lin, M., Van Stan II, J. T., (2020). Impacts of urban landscapes on students' academic performance. Landscape and Urban Planning, 201

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.

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Research on connection with nature and coping with environmental change can benefit from integration

Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature

What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence

Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented

Proctor, R., Guell, C., Wyatt, K., Williams, A. J., (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64

Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review

Screen time and green time are linked to psychological well-being in contrasting ways

Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., Moore, V. M., (2020). Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review. PLOS ONE, 15(9), 1-52.

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

Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model

An activity-based “whole institution” approach may promote student engagement in Eco-School programs

Schröder, L, U., Wals, A. E. J., van Koppen, C. S. A., (2020). Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model. Environmental Education Research, 26(8), 1088-1111.

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

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.

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.

School ground pedagogies for enriching children's outdoor learning

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13.

The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study

A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth

Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 1-8.

Growing a garden-based approach to art education

Garden-based art education programs can promote environmental awareness and advocacy

Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4), 43-49.

Place-based practice: Landscapes and artistic identity in an elementary art classroom

A pedagogy of place in art education may help students understand connections between the landscape and their sense of self

Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4), 36-42.

Educating through art, ecology, and ecojustice: A rain barrel project

Artmaking can help students address local ecological challenges

Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1), 40-45.

Fostering connections to nature - Strategies for community college early childhood teachers

Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education

Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3), 195-206.

"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency

Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency

Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1), 273-289.

Collaborating with theatre, nature, and STEM: A multigenerational family event

Nature and art-based community events can promote multigenerational family interactions

Reinking, A. K., Vetere III, M. J., Percell, J. C., (2017). Collaborating with theatre, nature, and STEM: A multigenerational family event. New Waves Educational Research & Development, 20(1), 23-37.

Balancing technology and outdoor learning: Implications for early childhood teacher educators

Balancing technology and outdoor learning can enhance early childhood education

Siskind, D., Conlin, D., Kim, S., Barnes, A., Yaya-Bryson, D., (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education

What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth

Youths’ everyday climate crisis activism can make important contributions to a more sustainable future

Trott, C. D., (2021). What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children's Geographies

Outcomes of art-based environmental education in the Hudson River Watershed

An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy

Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1), 19-33.

Assessing challenges and opportunities for schools’ access to nature in England

Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process

Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban Greening

Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior

School green space supports children’s pro-environmental behavior

Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1), 55-87.

Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion

Caring for hens at school helped children facing socio-economic exclusion make social-emotional gains and develop awareness and respect for nature

Gilligan, C., Downes, P., (2021). Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion. Journal of Adventure Education and Outdoor Learning

Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework

Use of a field-tested evaluation protocol can augment the evidence base for the green schoolyard movement as a health-promotion strategy

Gerstein, D. E., Bates, C. R., Bohnert, A. M., (2021). Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework. Children, Youth and Environments, 31(1), 187-198.

Linking public urban green spaces and human well-being: A systematic review

Characteristics of urban green space positively linked to human well-being include structure, biodiversity, and naturalness

Reyes-Riveros, R., Altamirano, A., Barrera, F. D. L., Rozas-Vasquez, D., Vieli, L., Meli, P., (2021). Linking public urban green spaces and human well-being: A systematic review. Urban Forestry & Urban Greening, 61