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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 EducationWhat 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 GeographiesOutcomes 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),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 GreeningGreen 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),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 LearningLinking 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, 61Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran
School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences
Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban GreeningThe effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality
Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality
Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12Outdoor 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),Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development
Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships
Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8),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),A dog-assisted reading programme's unanticipated impact in a special education classroom
A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needs
Kirnan, J., Shah, S., Lauletti, C., (2020). A dog-assisted reading programme's unanticipated impact in a special education classroom. Educational Review, 72(2),Nature connection in early childhood: A quantitative cross-sectional study
Attending a nature nursery is associated with higher nature connection
Barrable, A., Booth, D., (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(375)Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial
Teacher-designed activities help preschoolers understand connections between healthy living and environmental sustainability
Kornilaki, E. N., Skouteris, H., Morris, H., (2021). Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial. Early Child Development and CareSupporting school readiness naturally: Exploring executive function growth in nature preschools
Children attending nature preschool showed growth in executive function skills beyond what would be expected in typically developing children
Zamzow, J., Ernst, J., (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. The International Journal of Early Childhood Environmental Education, 7(2),Norwegian kindergarten children’s knowledge about the environmental component of sustainable development
Norwegian kindergarten children demonstrate knowledge about sustainable development
Melis, C., Wold, P., Bjørgen, K., Moe, B., (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12,Contributions to sustainability through young children's nature play: A systematic review
Nature play is a valid contributor to sustainability outcomes
Ernst, J., McAllister, K., Siklander, P., Storli, R., (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13,Early childhood environmental education: A systematic review of the research literature
Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes
Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31Children'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),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 LearningThe importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach
The forest school approach reflects theoretical understanding of young learners’ development of independence
Cerino, A., (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach. Education 3-13, 51(4),Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none
Preschool nature experiences support young children’s resilience
Ernst, J., Juckett, H., Sobel, D., (2021). Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none. Frontiers in Psychology, 12Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying
Engaging children in digital storying can support children in expressing and sharing their emotional experiences.
Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis
A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.
van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental PsychologyHow 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, 120Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review
Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19Nature-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,‘A new adventure’: A case study of autistic children at Forest School
Children with autism experience benefits and challenges during Forest School sessions
Friedman, S., Gibson, J., Jones, C., Hughes, C., (2022). ‘A new adventure’: A case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning“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),Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review
Exposure to nature can enhance cognitive functioning in children and adolescents
Vella-Brodrick, D. A., Gilowska, K., (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review. Educational Psychology Review, 34,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 ResearchOutdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis
Educator confidence and agency, along with other key leveraging points, are crucial for optimal implementation of nature-based play
Zucca, C., McCrorie, P., Johnstone, A., Chambers, S., Chng, N. R., Traynor, O., Martin, A., (2023). Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis. Health and Place, 79MADE POSSIBLE WITH SUPPORT FROM:
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