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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),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),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 LearningA national research agenda supporting green schoolyard development and equitable access to nature
Green schoolyards can be a tool for equitable access to nature, but more coordinated research and action are required
Stevenson, K.T., Moore, R., Cosco, N., Floyd, M.F., Sullivan, W., Brink, L., Gerstein, D., Jordan, C., Zaplatosch, J., (2020). A national research agenda supporting green schoolyard development and equitable access to nature. Elementa: Science of the Anthropocene, 8(10)Promoting children-nature relations through play-based learning in ecotourism sites
Adults play an essential role in influencing children’s learning about nature and forming positive relationships with nature.
King, H., García-Rosell, J., Noakes, S., (2020). Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism, 20(3),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,Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature
Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature
Luís, S., Dias, R., Lima, M. L., (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11Children'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),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,School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens
Considering multiple indicators of green infrastructure and different dimensions of equity may help reduce disparities in urban children’s access to nature
Baro, F., Camacho, D. A., Del Pulgar, C. P., Triguero-Mas, M., Anguelovski, I., (2021). School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens. Landscape and Urban Planning, 208The 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,Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial
Exposure to bacteria in natural environments could be beneficial to behavioral outcomes for young children
Sobko, T., Liang, S., Cheng, W. H. G., Tun, H. M., (2020). Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial. Scientific Reports, 10Growing 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),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),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),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),"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),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),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 EducationGreen schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes
Increases in activity and social interaction linked to schoolyard greening in low-income neighborhoods were maintained over time
Bates, C. R., Bohnert, A. M., Gerstein, D. E., (2018). Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology, 9Outcomes 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),Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited
Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.
van Dijk-Wesselius, J. E., Having, D., de Koning, M., Maas, J., van den Berg, A. E., (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies, 19(2),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),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),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, 61The physical characteristics of children's preferred natural settings in primary school grounds
The type, context, and condition of natural settings should be considered in the design and management of school grounds
Aminpour, F., (2021). The physical characteristics of children's preferred natural settings in primary school grounds. Urban Forestry & Urban GreeningPotential 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 school garden: A social and emotional place
Garden-based learning may promote positive emotions and cooperative behavior
Pollin, S., Retzlaff-Fürst, C., (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12The 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, 12Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague
A combination of factors presents barriers to the successful up-scaling of green schoolyards
Giezen, M., Pellerey, V., (2021). Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague. Urban Forestry & Urban Greening, 63Meaning-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),‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling
Structural and cultural barriers hinder the engagement of children and youth with nature outside of school time
Waite, S., Husain, F., Scandone, B., Forsyth, E., Piggott, H., (2021). ‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling. Journal of Adventure Education and Outdoor LearningIncreased exposure to nature reduces elementary students’ anxiety
A nature-based guidance program was effective at reducing anxiety among third grade students
Rıan, S. W., Coll, K. M., (2021). Increased exposure to nature reduces elementary students’ anxiety. EcopsychologyEnhancing nature connection and positive affect in children through mindful engagement with natural environments
Nature-focused mindfulness activities can promote children’s nature connection and affective wellbeing
Barrable, A., Booth, D., Adams, D., Beachamp, G., (2021). Enhancing nature connection and positive affect in children through mindful engagement with natural environments. International Journal of Environmental Research and Public Health, 18Educators' 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),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,From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors
Specific features of outdoor spaces support greater frequency and complexity of preschoolers’ sociodramatic play
Robertson, N., Morrissey, A., Moore, D., (2019). From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors. Children's GeographiesOutdoor education in Italian kindergartens: How teachers perceive child developmental trajactories
Outdoor education activities seem to offer greater opportunities than indoor activities for promoting young children’s development
Agostini, F., Minelli, M., Mandolesi, R., (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories. Frontiers in Psychology, 9Early 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),Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA
Simply providing nature-rich areas in schoolyards cannot guarantee the use of natural spaces by children and teachers
Zhang, Z., Stevenson, K. T., Martin, K. L., (2021). Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA. Urban Forestry & Urban Greening, 65Finnish 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 LearningGreen schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community
Green schoolyards may be “particularly powerful drivers of health equity by promoting well‐being at the level of the individual, school, and community.”
Bohnert, A. M., Nicholson, L. M., Mertz, L., Bates, C. R., Gerstein, D. E., (2021). Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community. American Journal of Community Psychology,Pedagogies of outdoor spaces: An early childhood educator professional learning journey
Some early childhood educators may need extended professional development to help them appreciate the value of nature-rich environments for young children
Wishart, L., Rouse, E., (2019). Pedagogies of outdoor spaces: An early childhood educator professional learning journey. Early Child Development and Care, 189(14),Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA
Schools can help mitigate environmental injustices suffered by low-income, high minority communities by increasing greenness on their property
Zhang, Z., Martin, K. L., Stevenson, K. T., Yao, Y., (2021). Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA. Urban Forestry & Urban Greening, 67MADE POSSIBLE WITH SUPPORT FROM:
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