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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),Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth
At worst, arts-based environmental education is just as good as conventional environmental education
Staples, A. F., Larson, L. R., Worsley, T., Green, G. T., Carroll, J. P., (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50(3),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),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),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),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 ResearchFrom 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),Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher
Greek teachers shift toward ecocentric environmental education through wild pedagogical teacher training
Theodosaki, Z., Georgopoulos, A., Gavrilakis, C., (2025). Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher. Australian Journal of Environmental EducationEngaging 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,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, 104School-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, 7Discussing 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 LearningA 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 PsychologyWild pedagogies and young children through the mosaic approach
Wild pedagogies supported children’s agency and relationships with place
Beattie, E. A., Scott, S., Adler, D., (2025). Wild pedagogies and young children through the mosaic approach. Australian Journal of Environmental Education, 41,In search of eco-democracy: Education for mutually beneficial flourishing
Eco-democracy in environmental education could contribute to mutually beneficial flourishing
Blenkinsop, S., Wilhelmsson, L., (2025). In search of eco-democracy: Education for mutually beneficial flourishing. Australian Journal of Environmental Education, 41,Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way
Educators’ respectful relationships with nature can center nature as a co-teacher and acknowledge the agency of the more-than-human world
Kondo, J., Baars, R. C., (2025). Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way. Environmental Education Research, 31(8),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),“When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play
Grandparent-grandchild outdoor play enriches learning and appreciation of nature for both generations
Duflos, M., Hussaina, H., Brussoni, M., (2025). “When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play. Journal of Adventure Education and Outdoor Learning, 25(2),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 LearningUnearthing 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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