Moving towards inclusion and connection: practitioners’ conceptualisations of walking pedagogy

Walking pedagogy may meet students’ needs as they engage with nature and their local community

Friedman, S., Morrison, S. A., Rickards, A., (2025). Moving towards inclusion and connection: practitioners’ conceptualisations of walking pedagogy. Children's Geographies

“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 Research

Engaging youth in public lands monitoring: opportunities for enhancing ecological literacy and environmental stewardship

Youth in different citizen science programs manifest scientific understanding and environmental stewardship differently

Pitt, A. N., Schultz, C. A., Vaske, J. J., (2019). Engaging youth in public lands monitoring: opportunities for enhancing ecological literacy and environmental stewardship. Environmental Education Research, 1386-1399 .

‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC)

A child rights-based participatory approach to climate education should support children’s authentic and meaningful participation

Ranta, M., (2023). ‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC). European Early Childhood Education Research Journal, 31(6), 914-931.

Wild pedagogies and young children through the mosaic approach

Wild pedagogies supported children’s agency and relationships with place

Beattie, E. A., Scott, S., Adler, D., (2025). Wild pedagogies and young children through the mosaic approach. Australian Journal of Environmental Education, 41, 249–260.

Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes

Early childhood educators' shifts towards relational pedagogies acknowledged nature's rights and agency

Hughes, F., (2023). Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes. Educational Research for Social Change, 12(1), 69-83.

“When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play

Grandparent-grandchild outdoor play enriches learning and appreciation of nature for both generations

Duflos, M., Hussaina, H., Brussoni, M., (2025). “When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play. Journal of Adventure Education and Outdoor Learning, 25(2), 319–332.

Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare

After-school programs can foster children’s nature connectedness through frequent experiences in nearby nature

Wünsche, T. U., Beery, T., Fridberg, M, (2025). Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare. Journal of Adventure Education and Outdoor Learning

Investigating nature-based preschoolers gains in early literacy and select executive function skills

Children in nature-based preschools developed skills in early literacy and some aspects of executive function at similar rates to children in traditional preschools

Pikus, A. E., Skibbe, L. E., Larimore, R. A., Sobel, D., (2025). Investigating nature-based preschoolers gains in early literacy and select executive function skills. AERA Open, 11(1 ), 1-17.

Ethnic differences in the relationship between greenspace deprivation and emotional, behavioural, and cognitive development in early-to-middle childhood

Children from minority ethnic groups may be more adversely affected by greenspace deprivation than White children

Cronshaw, G., Midouhas, E., Flouri, E., (2026). Ethnic differences in the relationship between greenspace deprivation and emotional, behavioural, and cognitive development in early-to-middle childhood. Health and Place, 98