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Use of gardening programs as an intervention to increase children’s visual-motor integration
Male preschoolers may respond especially well to gardening programs in developing visual-motor integration
Sommerfeld, A. J., McFarland, A., Waliczek, T. M., Zajicek, J., (2021). Use of gardening programs as an intervention to increase children’s visual-motor integration. HortTechnology, 31(5)Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children
Integrating Navajo traditions into the school’s nutrition and gardening lessons may help reduce obesity among Navajo children
Ornelas, I. J., Rudd, K., Bishop, S., Deschenie, D., Brown, E. Fred, Lombard, K., Beresford, S. A. A., (2021). Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children. Health Behavior and Policy Review, 8(3),Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?
Schools in Santiago, Chile mimic the vegetation inequalities seen throughout the city
Fernández, I.C., Pérez-Silva, R., Villalobos-Araya, E., (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening, 70Nature-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),"I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school
Contact with nature during the school day can benefit both students with autism and their teachers
Friedman, S., Morrison, S. A., (2022). "I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school. Frontiers in Education, 6‘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),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),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,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, 79Connection to nature is associated with social-emotional learning of children
Children with a strong connection to nature have higher social emotional learning skills than those with a weaker connection to nature
Lanza, K., Alcazar, M., Chen, B., Kohl III, H. W., (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives
Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability
Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4)A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness
Cultural connections can play an important role in the wholistic wellness of Indigenous children
Riley, K., Chow, A. F., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., Erlandson, M. C., Humbert, M. L., (2023). A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3)Developing sense of place through a place-based Indigenous education for sustainable development curriculum
A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place
Li, Wei-Ting, Shein, Paichi Pat, (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5),Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings
A “two-eyed seeing” approach can support Indigenous self-determination and wholistic health
Riley, K., Chow, A. F., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., Erlandson, M. C., (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples“We should have held this in a circle”: White ignorance and answerability in outdoor education
Barriers to addressing settler colonialism in outdoor education programs include lack of understanding, fear, and adherence to white ignorance
Brooks, S. D., Sabzalian, L., Weiser-Nieto, R., Springer, S., (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2),Teachers as learners: Outdoor elementary science
Outdoor Science Education program helps teachers learn science as 5th graders learn science
Carrier, S. J., Fraulo, A. B., Peterson, M. N., Stevenson, K. T., Romeo, L. M., (2023). Teachers as learners: Outdoor elementary science. Electronic Journal for Research in Science & Mathematics Education, 27(2),Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
Children’s learning across natural and digital environments supports developing eco-literacy
Caiman, C., Kjällander, S., (2024). Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research, 30(1),Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective
Nature-based education can promote resilience and well-being among youth
Hofman-Bergholm, M., (2024). Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective. Education Sciences, 14(43)From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development
Farm to School professional development builds educators’ confidence and professional networks
Evans, E., Green, G. T., Thompson, K. F., Abrams, J., Thompson, J. J., (2024). From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development. Environmental Education ResearchMethodological considerations for movement education interventions in natural environments for primary school children: A scoping review
Learning in nature is a feasible intervention for promoting positive learning outcomes for children
Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents
Nature in the school environment supports children’s and adolescents’ healthy neurodevelopment
Díaz-Martínez, F., Sánchez-Sauco, M. F., Cabrera-Rivera, L. T., Ojeda Sánchez , C., Hidalgo-Albadalejo, M. D., Claudio, L., Ortega-García, J. A., (2023). Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents. International Journal of Environmental Research and Public Health, 20Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing
Teachers with numerous biophilic elements in their schools report favorable views of biophilic design’s impact on learning
Lanzaro, B., Ucci, M., (2024). Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing. Architecture, 4(2)Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications
A community of practice approach can enhance educators’ capacity for developing young children’s empathy for nature
Ernst, J., Underwood, C., Wojciehowski, M., Nayquonabe, T., (2024). Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications. Journal of Zoological and Botanical Garden, 5,Nature play in early childhood education: A systematic review and meta ethnography of qualitative research
Young children engage in higher quality play in nature than in non-nature settings
Prins, J., van der Wilt, F., van der Veen, C., Hovinga, D., (2022). Nature play in early childhood education: A systematic review and meta ethnography of qualitative research. Frontiers in Psychology, 13Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis
School gardening activities + physical activity improves children’s fruit and vegetable intake but not their weight status
Qi, Y., Hamzah, S. H., Gu, E., Wang, H., Xi, Y., Sun, M., Rong, S., Lin, Q., (2021). Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis. Nutrients, 13(2605)School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis
School gardening projects have a modest positive impact on children’s nutrition and body measurements
Rochira, A., Tedesco, D., Ubiali, A., Fantini, M. P., Gori, D., (2020). School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis. Childhood Obesity, 16(3)Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature
A biophilic designed learning environment promotes attentional performance, perceived restorativeness, and affiliation with nature
Barbiero, G., Berto, R., Venturella, A., Maculan, N., (2021). Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature. Environment, Development and SustainabilityThe governance configurations of green schoolyards
Study provides key insights for “good governance” of green schoolyards
Sekulova, F., Mallen, I. R., (2024). The governance configurations of green schoolyards. Environmental Science and Policy, 156Exploring children’s participation in the framework of early childhood environmental education
Environmental education can engage young children as equal partners through participatory approaches
Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3),Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico
Conservation education may benefit from incorporating participatory action research principles
Franquesa‐Soler, M., Sales, L. J., Rivera, E. S., (2022). Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico. American Journal of Primatology, 85(5)Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education
Integrating Indigenous Ecological Knowledge into early childhood environmental education can deepen young children’s connectedness to nature
Acharibasam, J. B., McVittie, J., (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education, 39,Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children
Forest school research highlights 3 post-humanist approaches to study child-nature relationships
Boileau, B. Y. S., (2024). Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children. Australian Journal of Environmental Education, 40,Practitioner perspectives on nature-based learning for autistic children
Nature-based learning can promote the well-being of autistic children by affirming and supporting their way of learning
Friedman, S., Morrison, S. A., Shibata, A., (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental EducationAttending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children
Forest School participation is beneficial for children’s mood and cooperation.
Hepworth, A., Haddad, H., Edmonds, C. J., (2024). Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children. Journal of Adventure Education and Outdoor LearningEvaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona
Combining green, blue, and grey solutions to address climate change impacts on school play areas yields positive student health and well-being outcomes
Sanz-Mas, M., Continente, X., Brugueras, S., Marí-Dell’Olmo, M., Oliveras, L., Lopez, M. J., (2025). Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona. Landscape and Urban Planning, 253Supporting young children’s self-regulation through nature-based practices in preschool
Nature-based practices may help children from disadvantaged backgrounds develop self-regulation and attention skills
Ernst, J., Stelley, H., (2024). Supporting young children’s self-regulation through nature-based practices in preschool. Behavioral Sciences, 14Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction
Elementary teachers need continued administrative support to take science out to the schoolyard
Fiocca, S., Carrier, S. J., McGowan, J., (2024). Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction. Journal of Outdoor Recreation, Education and Leadership, 16(4),“It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water
Environmental artworks can enhance children’s learning about sustainability
O'Gorman, L., (2024). “It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water. Australian Journal of Environmental Education, 40,Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review
Engaging with nature in educational settings can improve students’ well-being for optimal learning experiences
Ly, V., Vella‐Brodrick,, D. A., (2024). Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review. Educational Psychology Review, 36(133)Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education
Art-based environmental education can provide empowering opportunities for children to make their own ecological discoveries
Hunter-Doniger, T., (2021). Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education. Journal of Adventure Education and Outdoor Learning, 21(3),Children’s artistic expressions inspired by nature during early childhood garden pedagogy
An arts-based garden pedagogy supports children’s creativity and environmental education
Ruokonen, I., Lepisto, J., (2024). Children’s artistic expressions inspired by nature during early childhood garden pedagogy. International Journal of Education Through Art, 20(2),MADE POSSIBLE WITH SUPPORT FROM:
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