Nature-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)

‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education

A theatrical performance could be an effective tool for addressing sustainability issues in early childhood

Weldemariam, K., (2020). ‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education. Discourse: Studies in the Cultural Politics of Education, 41(3), 391-406.

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), 692-714.

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), 114-131.

The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers

The benefits of outdoor activities in nature may go beyond what can be achieved in school

Adams, D., Beauchamp, G., (2021). The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers. Journal of Outdoor and Environmental Education, 24, 37-53.

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), 1-24.

“We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors

Teachers’ opportunities for mentorship are essential to risky outdoor play and learning in schools

Zeni, M., Schnellert, L., Brussoni, M., (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education

Enable, reconnect and augment: A new ERA of virtual nature research and application

Immersive virtual nature experiences may enhance human-nature interactions and improve public health

Litleskare, S., MacIntyre, T. E., Calogiuri, G., (2020). Enable, reconnect and augment: A new ERA of virtual nature research and application. International Journal of Environmental Research and Public Health, 17(5)

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), 83-100.

The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study

Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregivers

Mintoff, Z., Andersen, P., Warren, J., Elliott, S., Nicholson, C., Byfield-Fleming, H., Barber, F., (2023). The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study. Australian Journal of Environmental Education

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)

Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children

An arts-in-nature program helps children connect with nature and appreciate nature’s contribution to their own wellbeing

Walshe, N., Perry, J., Moula, Z., (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16)

Methodological 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, 19

Systematic 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, 20

Teacher 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, 395-415.

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, 13

Is 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)

Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities

Youth involvement in infrastructure planning in response to climate change can benefit both the youth and the community

Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., Hyde, A., (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9)

Exploring 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), 394–409.

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, 349–361.

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, 216–230.

Interdisciplinary nature journaling improves mood and helps build connection in middle school students

Nature journaling supports students’ well-being and environmental awareness

Arbor, R. N., Matteson, K., (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4), 748-758.

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 Education

Attending 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 Learning

Supporting 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, 14

Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature

Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors

Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology

Turning 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), 15-31 .

“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, 693-705.

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)

Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark

An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark

Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10), 1406-1419.

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), 217-229.

Enhancing preschoolers’ creativity through art-based environmental education for sustainability

Art-based environmental education engages young children’s creative thinking around sustainability issues

Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.

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), 167-182.

Eco-Capabilities as a Pathway to Wellbeing and Sustainability

Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors

Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Girls and youth of color experienced the largest gains in their dispositions toward science and the environment through participation in outdoor environmental education

Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., Pande, A., Laina, V., (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education Research

From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents

Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity development

Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., Rillero, K. M., (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences, 15(246)

School gardens and student engagement: A systematic review exploring benefits, barriers and strategies

School gardens are hard to maintain but yield academic, social-emotional, and environmental benefits

Walshe, R., Evans, N., Law, L., (2024). School gardens and student engagement: A systematic review exploring benefits, barriers and strategies. Issues in Educational Research, 34(2)

Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies

Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement

Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C., (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process, 13(2), 122-138.

“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 .

Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school

Holding classes outdoors, even in urban settings, may support the attentional capacity of socio-economically disadvantaged children

Atkinson, M., Goldenberg, G., Dubiel, J., Wass, S., (2025). Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school. Journal of Environmental Psychology, 104

School-based outdoor education and teacher subjective well-being: An exploratory study

School-based outdoor education is positively related to teachers’ subjective well-being

Deschamps, A., Scrutton, R., Ayotte-Beaudet, J., (2022). School-based outdoor education and teacher subjective well-being: An exploratory study. Frontiers, 7

Discussing mental health benefits for teachers participating in outdoor education in Canada: a conceptual analysis and future research directions

Outdoor education contributes to educators’ mental health, professional development, and self-care

Barker, C., Chisholm, N., Foran, A., (2024). Discussing mental health benefits for teachers participating in outdoor education in Canada: a conceptual analysis and future research directions. Journal of Adventure Education and Outdoor Learning

A systematic review of the impacts of nature exposure on the nervous system in children and youth: Implications for nature-based learning

Exposure to nature promotes a state of relaxed alertness, improved attentional processing, and optimal cognitive resource allocation for children and adolescents

Quintela Do Carmo, G., Ayotte-Beaudet, J., Jordan, C., (2025). A systematic review of the impacts of nature exposure on the nervous system in children and youth: Implications for nature-based learning. Journal of Environmental Psychology

‘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.