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- Forms of Nature Engagement
  - Learning in nature - Environmental education
  - Learning in nature - Sustainability Education
  - Learning in nature - Nature kindergartens/preschools/forest schools

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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), 69-83.

Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare

After-school programs can foster children’s nature connectedness through frequent experiences in nearby nature

Wünsche, T. U., Beery, T., Fridberg, M, (2025). Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare. Journal of Adventure Education and Outdoor Learning

An 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 Education

Journeys 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), 418-431.

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 Education

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