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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),The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space
Increased nature contact explains the relationship between family members’ positive attitudes toward nature and improved learning outcomes among urban children in China
Zhang, J., Yang, X., Qi, Y., Yu, X., Chen, Y., (2026). The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space. Journal of Environmental Psychology, 109An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK
Preschoolers who attend forest school may experience greater enjoyment of nature, fewer negative emotions, and better emotional regulation
Pina, M., Edmonds, C. J., (2025). An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK. International Journal of Early Years EducationJourneys through forest school: a model for understanding diverse educational experiences of children
Theoretical model suggests that forest school can meet the unique needs of each student
Harris, F., (2026). Journeys through forest school: a model for understanding diverse educational experiences of children. Environmental Education Research, 32(2),Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies
Children’s and parents’ forest school encounters reveal a forest-led pedagogy
Chartrand, M., (2026). Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies. Australian Journal of Environmental EducationMADE POSSIBLE WITH SUPPORT FROM:
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