Illnesses and injuries at nature preschools

Nature preschools are safe for young children

Frenkel, H., Tandon, P., Frumkin, H., Vander Stoep, A., (2018). Illnesses and injuries at nature preschools. Environment and Behavior

Wild Pedagogies: Six initial touchstones for early childhood environmental educators

Wild Pedagogies proposes a different way of being in and learning about the world

Jickling, B., Blenkinsop, S., Morse, M., Jensen, A., (2018). Wild Pedagogies: Six initial touchstones for early childhood environmental educators. Australian Journal of Environmental Education

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.

Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"

Academic achievement outcomes associated with greenness around schools may differ between low-green, high-disadvantaged schools and high-green, low-disadvantaged schools

Browning, M.H.E.M., Kuo, M., Sachdeva, S., Leed, K., Westphal, L., (2018). Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing". Landscape and Urban Planning, 178, 69-72.

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

School gardens in the United States: Current barriers to integration and sustainability

Time and staff concerns are primary barriers to school gardening success

Burt, K.G., Luesse, H.B., Rakoff, J., Ventura, A., Burgermaster, M., (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public Health

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.

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.

Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance

Greater density of tree canopy beyond the school grounds predicts higher academic performance of high school students

Li, D., Chiang, Y-C., Sang, H., Sullivan, W.C., (2019). Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance. Urban Forestry & Urban Greening, 38, 42-53.

Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors

More-than-humans, along with gender and class expectations, shape children’s nature-related experiences

Mycock, K., (2019). Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17(4), 454-466.

How is environmental greenness related to students' academic performance in English and mathematics?

Greening initiatives on and around school grounds may improve the academic performance of students across grade levels, genders, and differing socioeconomic backgrounds

Leung, WT.V., Tam, TY.T., Pan, W-C., Wu, C-D., Lung, S-C.C., Spengler, J.D., (2019). How is environmental greenness related to students' academic performance in English and mathematics?. Landscape and Urban Planning, 181, 118-124.

From aversion to affinity in a preschooler's relationships with nature

Social relationships and direct experiences with nature serve as catalysts in shaping a child’s connections with nature

Kharod, D., Arreguín-Anderson, M.G., (2018). From aversion to affinity in a preschooler's relationships with nature. Ecopsychology

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

Mutual experiences: Understanding children's play in nature through sensory ethnography

Mutual experiences can deepen researchers’ understanding of children’s play in a natural environment

Sanderud, J.R., (2020). Mutual experiences: Understanding children's play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2), 111-122.

Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes

Naturalized playspaces can potentially provide equivalent or greater affordances for a range of physical activities compared to traditional playspaces with standard equipment

Wishart, L., Cabezas-Benalcázar, C., Morrissey, A-N., Versace, V.L., (2019). Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes. Landscape Research, 44(8), 1031-1049.

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)

The relationship between the natural environment and individual-level academic performance in Portland, Oregon

Greening efforts aimed at improving academic performance would do well to focus on both school and home environments

Donovan, G.H., Michael, Y.L., Gatziolis, D., Hoyer, R.W., (2020). The relationship between the natural environment and individual-level academic performance in Portland, Oregon. Environment and Behavior

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

School green space and its impact on academic performance: A systematic literature review

Systematic review finding mixed results and studies of moderate quality recommends further research on the benefit of school green space for academic achievement

Browning, M.H.E.M., Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health, 16

Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools

Greening may mitigate academic underachievement in high-poverty urban schools

Kuo, M., Browning, M.H.E.M., Sachdeva, S., Lee, K., Westphal, L., (2018). Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9

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

Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents

Researchers call for more investigations into possible links between greenspace and academic performance

Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C-P., von Berg, A., Berdel, D., Heinrich, J., (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245, 71-76.

Are California elementary test scores more strongly associated with urban trees than poverty?

Poverty and minority status are linked with lower academic test scores; urban trees and shrubs with higher scores

Tallis, H., Bratman, G.N., Samhour,i J.F., Fargione, J., (2018). Are California elementary test scores more strongly associated with urban trees than poverty?. Frontiers in Psychology, 9

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

'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners

Natural surroundings may promote teacher behaviors that are less binary than traditional male/female roles

Nugent, C., MacQuarrie, S., Beames, S., (2019). 'Mud in my ears and jam in my beard': Challenging gendered ways of being in nature kindergarten practitioners. International Journal of Early Years Education, 27(2), 143-152.

Motor competence and physical fitness among children attending nature preschools and traditional preschools

Natural environments may offer different affordances for physically active play than traditional playgrounds

Lysklett, O.B., Berg, A., Moe, B., (2019). Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of Play

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.

Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh

School grounds offering different behavior settings and providing various affordances may enhance children’s experience of learning and play

Khan, M., Bell, S., McGeown, S., Silveirinha de Oliveira, E., (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1), 95-110.

Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences

Growing up in rural settings and having prior interactions with nature is associated with better academic performance in college environmental science courses

Spero, M.A., Balster, N.J., Bajcz, A.W., (2019). Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences. Environmental Education Research, 25(3), 422-442.

Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence

Immersive nature-experiences are linked to positive changes in children's mental, physical, and social health

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bents, P., (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58

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.

Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes

Nature–based health interventions take a variety of forms, are designed around a range of health and well-being goals, and target different groups of people

Shanahan, D.F., Astell–Burt, T., Barber, E.A., Brymer, E., Cox, D.T.C., Dean, J., Depledge, M., Fuller, R.A., Hartig, T., Irvine, K.N., Jones, A., Kikillus, H., Lovell, R., Mitchell, R., Niemela, J., (2019). Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6)

Partners through playgrounds: Building a play community

With limited funds, a community-based effort transforms a traditional playground into a naturalized setting supportive of enhanced play and learning

Moran, M.J., Brookshire, R.A., Coe, D.P., Flynn, J.O., Shideler, M.G., (2019). Partners through playgrounds: Building a play community. Children, Youth and Environments, 29(1), 153-163.

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.

Relationships between vegetation in student environments and academic achievement across the continental U.S.

Designing urban vegetation to effectively support academic performance requires an understanding of the social and environmental context of the community

Hodson, C.B., Sander, H.A., (2019). Relationships between vegetation in student environments and academic achievement across the continental U.S.. Landscape and Urban Planning, 189, 212-224.