Supporting school readiness naturally: Exploring executive function growth in nature preschools

Children attending nature preschool showed growth in executive function skills beyond what would be expected in typically developing children

Zamzow, J., Ernst, J., (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. The International Journal of Early Childhood Environmental Education, 7(2), 6-16.

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, 1-36.

Early 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, 31

Children'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), 139-150.

Nature and children's health: A systematic review

Positive associations between nature contact and children’s health supports advocacy for equitable nature access

Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., Tandon, P. S., (2021). Nature and children's health: A systematic review. Pediatrics, 148(4)

Finnish 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 Learning

The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach

The forest school approach reflects theoretical understanding of young learners’ development of independence

Cerino, A., (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach. Education 3-13, 51(4), 685-694.

Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none

Preschool nature experiences support young children’s resilience

Ernst, J., Juckett, H., Sobel, D., (2021). Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none. Frontiers in Psychology, 12

Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Engaging children in digital storying can support children in expressing and sharing their emotional experiences.

Byman, J., Kumpulainen, K., Wong, C., Renlund, J., (2022). Children’s emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56(1)

Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.

van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology

How to support young children's interest development during exploratory natural science activities in outdoor environments

Different interactional qualities of teachers are needed to support young children's interest in natural elements

Skalstad, I., Munkebye, E., (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 120

Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development

Nature-specific learning outside the classroom has measurable socio-emotional, academic and wellbeing benefits for school children across all ages

Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., Cowper, R., (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development. Frontiers in Public Health, 10

Nature-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, 19

Nature-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 Research

How 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), 184-201.

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), 17-31.

From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children

Eco-parenting promotes climate change mitigation and adaptation capacities in children

Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2), 131-144.

Climate change and child health: a scoping review and an expanded conceptual framework

Climate change will have a detrimental direct and indirect impact on children’s health and wellbeing

Helldén, D., Andersson, C., Nilsson, M., Ebi, K. L., Friberg, P., Alfvén, T., (2021). Climate change and child health: a scoping review and an expanded conceptual framework. Lancet Planet Health, 5(3), E164-E175.

Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project

Education outside the classroom can have a positive effect on biological stress regulation

Dettweiler, U., Gerchen, M., Mall, C., Simon, P., Kirsch, P., (2022). Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project. British Journal of Educational Psychology, 93(1), 152-173.

Diversity in outdoor education: Discrepancies in SEL across a school overnight program

Implicit bias may influence assessment results of SEL in a multicultural group of students

Germinaro, K., Jones, J. M., (2021). Diversity in outdoor education: Discrepancies in SEL across a school overnight program. Journal of Experiential Education

‘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), 42-60.

Tracking education for sustainable development in ECEC institutions’ annual plans

Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development

Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ), 791-805.

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), 58-76.

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, 1217-1254.

School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California

School greenspace may bolster the effects of instructional interventions for students with high academic support needs

Rahai, R., Wells, N. M., Evans, G. W., (2023). School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California. Journal of Environmental Psychology, 83

Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature

Research on education for sustainable development has generally not included early childhood

Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

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), 533-552.

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, 79

The 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 Research

Outdoor 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, 79

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)

“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.

Cripping environmental education: Rethinking disability, nature, and interdependent futures

Cripping environmental education means disrupting the able-bodiedness within the field

Schmidt, J., (2022). Cripping environmental education: Rethinking disability, nature, and interdependent futures. Australian Journal of Environmental Education

“It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation

Nature and art together can support the mental and emotional well-being of children in disadvantaged communities

Moula, Z., Walshe, N., Lee, E., (2023). “It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation. Journal of Environmental Psychology, 90

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

Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours

Children’s environmental self-identities, and connectedness to nature, are central to their environmental behaviors

Keith, R. J., Given, L. M., Martin, J. M., Hochuli, D. F., (2022). Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours. Current Research in Ecological and Social Psychology, 3

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)

A greening theory of change: How neighborhood greening impacts adolescent health disparities

Neighborhood greening may improve adolescent health and reduce health disparities

Kondo, M. C., Locke, D., Hazer, M., Mendelson, T., Fix, R. L., Joshi, A., Latshaw, M., Fry, D., Mmari, K., (2024). A greening theory of change: How neighborhood greening impacts adolescent health disparities. American Journal of Community Psychology

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)

The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements

Children’s exposure to natural environments is associated with positive mental health outcomes but the overall evidence is limited by methodological differences

Davis, Z., Guhn, M., Jarvis, I., Jarrett, M., Nesbitt, L., Oberlander, T., Sbihi, H., Su, J., van den Bosch, M., (2021). The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements. International Journal of Hygiene and Environmental Health, 235

Associations between nature exposure and health: A review of the evidence

Nature is connected to a wide array of health benefits for children and youth

Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., James, P., (2021). Associations between nature exposure and health: A review of the evidence. International Journal of Environmental Research and Public Health, 18(9)

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)