Welcome to our new collaborative research library!
Funded by the Pisces Foundation with support from ee360
Looking for research about environmental literacy, the benefits of connecting to nature, fostering environmental behaviors, and more? You’ve come to the right spot! This database is a collaboration between the North American Association for Environmental Education and the Children & Nature Network, with generous support from the Pisces Foundation and ee360. It combines research for the field of environmental education and the movement to connect children and nature, and includes multiple ways to search for articles, syntheses, and research summaries. An exciting element of this database is that one of the search options aligns with the same five broad search categories (education, conservation, health, social justice, human development) used by the funding community so that researchers, practitioners, and funders alike can use the same uber taxonomy to find what they’re looking for. Learn more >
Attending to student psychological needs may increase effectiveness of environmental education programs in promoting pro-environmental motivation and intention
Citation:
Christodoulou, A., & Korfiatis, K.. (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication. doi:http://dx.doi.org/10.1080/1533015X.2017.1419104
A consensus-driven process for identifying obstacles to the success of school gardens can inform policy and practice
Citation:
Diaz, J. M., Warner, L. A., Webb, S., & Barry, D.. (2018). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication. doi:http://dx.doi.org/10.1080/1533015X.2018.1450170
The NEP (Children@School) is a tool that can be used to evaluate the efficacy of architectural design strategies for improving children’s attitudes to the natural environment
Citation:
Izadpanahi, P., & Tucker, R.. (2018). NEP (Children@School): An instrument for measuring environmental attitudes in middle childhood. Australian Journal of Environmental Education. doi:http://dx.doi.org/10.1017/aee.2017.25
Providing access to safe natural places is critical to the creation of child-friendly cities and to the promotion of children’s subjective well-being
Citation:
Adams, S., Savahl, S., Florence, M., & Jacks, K.. (2018). Considering the natural environment in the creation of child-friendly cities: Implications for children's subjective well-being. Child Indicators Research. doi:http://dx.doi.org/10.1007/s12187-018-9531-x
A new materialist view of the child-nature relationship assigns vitality to non-human materials
Citation:
Arvidsen, J. (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's Geographies. doi:http://dx.doi.org/10.1080/14733285.2018.1425371
Horticulture-related activities can reduce the stress levels and salivary cortisol concentration of elementary school children with emotional and behavioral concerns
Citation:
Lee, M. J., Oh, W., Jang, J. S., & Lee, J. Y.. (2018). A pilot study: Horticulture-related activities significantly reduce stress and salivary cortisol concentration of maladjusted elementary school children. Complementary Therapies in Medicine, 37, 172-177. doi:http://dx.doi.org/10.1016/j.ctim.2018.01.004
Study suggests that outdoor play environments for young children should incorporate features of natural and traditional playgrounds to serve all activity levels
Citation:
Luchs, A., & Fikus, M.. (2018). Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care, 188(3), 281-295. doi:http://dx.doi.org/10.1080/03004430.2016.1213726
School gardens can promote well-being, including interpersonal relations and empathy for nature
Citation:
Dyg, P. M., & Wistoff, K.. (2018). Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program. Environmental Education Research. doi:http://dx.doi.org/10.1080/13504622.2018.1434869
Designing green infrastructure for connecting children with nature requires an understanding of what’s needed to nurture such connections
Citation:
Giusti, M., Svane, U., Raymond, C. M., & Beery, T. H.. (2018). A framework to assess where and how children connect to nature. Frontiers in Psychology. doi:http://dx.doi.org/10.3389/fpsyg.2017.02283
Students were more engaged and less distracted after lessons in a natural outdoor setting compared to classroom-based lessons
Citation:
Kuo, M., Browning, M. H. E. M., & Penner, M. L.. (2018). Do lessons in nature boost subsequent classroom engagement: Refueling students in flight. Frontiers in Psychology. doi:http://dx.doi.org/10.3389/fpsyg.2017.02253
Residential greenness is linked to lower risk for overweight/obesity in preschoolers, especially for children living near parks and whose mothers have less education
Urban green space exposure is linked to improved human health and decreased community violence
Citation:
Kondo, M. C., Fluehr, J. M., McKeon, T., & Branas, C. C.. (2018). Urban green space and its impact on human health. International Journal of Environmental Research and Public Health, 15(3). doi:http://dx.doi.org/10.3390/ijerph15030445
Public play spaces and playworker models in the UK and Finland have similarities and differences according to several conceptual models
Citation:
King, P., & Sills-Jones, P.. (2018). Children's use of public spaces and the role of the adult -- A comparison of play ranging in the UK and the leikkipuisto (Play Parks) in Finland. International Journal of Play. doi:http://dx.doi.org/10.1080/21594937.2018.1437378
Students’ motivational experiences in garden-based learning predict science engagement, learning and achievement
Citation:
Williams, D. R., Brule, H., Kelley, S. S., & Skinner, E. A.. (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8). doi:http://dx.doi.org/10.1186/s40594-018-0104-9
Children with ADHD cite activities, nature, and connections as important to their well-being
Citation:
Barfield, P. A., & Driessnack, M.. (2018). Children with ADHD draw-and-tell about what makes their life really good. Journal for Specialists in Pediatric Nursing. doi:http://dx.doi.org/10.1111/jspn.12210
Theoretical model depicts conservation leadership development as an ongoing and cumulative process
Citation:
Sullivan, T. K., & Syvertsen, A. K.. (2018). Conservation leadership: A developmental model. Journal of Adolescent Research. doi:http://dx.doi.org/10.1177/0743558417752638
Outdoor play and engagement with nature promote the educational goals of two- and three-year-old children
Citation:
Bento, G., & Costa, J. A.. (2018). Outdoor play as a mean to achieve educational goals - A case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor Learning. doi:http://dx.doi.org/10.1080/14729679.2018.1443483
A mix of natural environments and traditional play equipment promotes risky play in 1- to 3-year-old children
Citation:
Kleppe, R. (2018). Affordances of 1- to 3-year-olds' risky play in Early Childhood Education and Care. Journal of Early Childhood Research. doi:http://dx.doi.org/10.1177/1476718X18762237
A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs
Citation:
Murakami, C. D., Su-Russell, C., & Manfra, L.. (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1), 18-29. doi:http://dx.doi.org/10.1080/00958964.2017.1357523
Experimental evidence provides some support for nature-based interventions in improving academic performance in language arts and science
Citation:
Camasso, M. J., & Jagannathan, R.. (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 30-42. doi:http://dx.doi.org/10.1080/00958964.2017.1357524
The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoors
Citation:
Hougham, R. J., Nutter, M., & Graham, C.. (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential Education. doi:http://dx.doi.org/10.1177/1053825917751203
Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning
Citation:
Leather, M. (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5), 5-18. doi:http://dx.doi.org/10.1007/s42322-017-0006-1
Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice
Citation:
Sharma-Brymer, V., Brymer, E., Gray, T., & Davids, K.. (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21, 103-115. doi:http://dx.doi.org/10.1007/s42322-017-0004-3
Inquiry-based learning in the outdoor classroom may promote children’s autonomy
Citation:
MacDonald, K., & Breunig, M.. (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education. doi:http://dx.doi.org/10.1007/s42322-018-0011-z
Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand
Citation:
Alcock, S., & Ritchie, J.. (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 77-88. doi:http://dx.doi.org/10.1007/s42322-017-0009-y
Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning
Citation:
MacEachren, Z. (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21, 89-102. doi:http://dx.doi.org/10.1007/s42322-017-0003-4
Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices
Citation:
Christiansen, A., Hannan, S., Anderson, K., Coxon, L., & Fargher, D.. (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1), 61-75. doi:http://dx.doi.org/10.1007/s42322-017-0001-6
Place-based outdoor learning extends the success of the Forest School approach
Citation:
Lloyd, A., Truong, S., & Gray, T.. (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21, 45-60. doi:http://dx.doi.org/10.1007/s42322-017-0002-5
Daily exposure to nature can have a positive impact on adolescents’ mood
Citation:
Li, D., Deal, B., Zhou, X., Slavenas, M., & Sullivan, W. C.. (2018). Moving beyond the neighborhood: Daily exposure to nature and adolescents' mood. Landscape and Urban Planning, 173, 33-43. doi:http://dx.doi.org/10.1016/j.landurbplan.2018.01.009
Individual and social factors limit the amount of biodiversity accessible to children in urban areas
Citation:
Hand, K. L., Freeman, C., Seddon, P. J., Recio, M. R., Stein, A., & van Heezik, Y.. (2018). Restricted home ranges reduce children’s opportunities to connect to nature: Demographic, environmental and parental influences. Landscape and Urban Planning, 172, 69-77. doi:http://dx.doi.org/10.1016/j.landurbplan.2017.12.004
Children’s participation in school ground greening planning influences functionality; participation in management phases results in student engagement and satisfaction
Citation:
Jansson, M., Mårtensson, F., & Gunnarsson, A.. (2018). The meaning of participation in school ground greening: A study from project to everyday setting. Landscape Research, 43(1), 163-179. doi:http://dx.doi.org/10.1080/01426397.2017.1306623
Multi-national projects can be effective in building on cultural and social diversity to help young people become confident and capable environmental actors
Citation:
Dittmer, L., Mugagga, F., Metternich, A., Schweizer-Ries, P., Asiimwe, G., & Riemer, M.. (2018). "We can keep the fire burning": Building action competence through environmental justice education in Uganda and Germany. Local Environment, 23(2), 144-157. doi:http://dx.doi.org/10.1080/13549839.2017.1391188
Park prescriptions are a promising tool for addressing stress in low-income parents
Citation:
Razani, N., Morshed, S., Kohn, M. A., Wells, N. M., Thompson, D., Alqassari, M., et al.. (2018). Effect of park prescriptions with and without group visits to parks on stress reduction in low-income parents: SHINE randomized trial. PLOS ONE. doi:http://dx.doi.org/10.1371/journal.pone.0192921
Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools
Citation:
Sivarajah, S., Smith, S. M., & Thomas, S. C.. (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2). doi:http://dx.doi.org/10.1371/journal.pone.0193254
School gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment
Citation:
Wells, N. M., Meyers, B. M., Todd, L. E., Henderson, C. R., Barale, K., Gaolach, B., et al.. (2018). The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive Medicine. doi:http://dx.doi.org/10.1016/j.ypmed.2018.03.022
Mothers' education and environmental attitudes and behaviors and children's time spent outdoors predict environmental behavior in young adulthood
Citation:
Evans, G. W., Otto, S., & Kaiser, F. G.. (2018). Childhood origins of young adult environmental behavior. Psychological Science. doi:http://dx.doi.org/10.1177/0956797617741894
Forest gardens in urban settings can promote outdoor education goals with less investment of resources than for traditional school gardening and forest excursions
Citation:
Almers, E., Askerlund, P., & Kjellstrom, S.. (2018). Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 242-259. doi:http://dx.doi.org/10.1080/00958964.2017.1373619
Citizen initiatives can contribute to a transition in governance and enhance the quality of urban greenspace
Citation:
Aalbers, C. B. E. M., & Sehested, K.. (2018). Critical upscaling. How citizens' initiatives can contribute to a transition in governance and quality of urban greenspace. Urban Forestry & Urban Greening, 29, 261-275. doi:http://dx.doi.org/10.1016/j.ufug.2017.12.005
Modifiable neighborhood elements are shown to have differing influences on children’s physical activity by age and gender
Citation:
Kowaleski-Jones, L., Fan, J. X., Wen, M., & Hanson, H.. (2017). Neighborhood context and youth physical activity: Differential associations by gender and age. American Journal of Health Promotion, 31(5), 426-434. doi:http://dx.doi.org/10.1177/0890117116667353
Children’s drawings can be a powerful tool in guiding conservation programs
Citation:
Franquesa-Soler, M., & Serio-Silva, J. C.. (2017). Through the eyes of children: Drawings as an evaluation tool for children's understanding about endangered Mexican primates. American Journal of Primatology. doi:http://dx.doi.org/10.1002/ajp.22723
Prior findings of neighborhood greenness’s protective effect against asthma may not have considered differing asthma phenotypes
Citation:
Sbihi, H., Koehoorn, M., Tamburic, L., & Brauer, M.. (2017). Asthma trajectories in a population-based birth cohort. Impacts of air pollution and greenness. American Journal of Respiratory Critical Care Medicine, 195(5), 607-613. doi:http://dx.doi.org/10.1164/rccm.201601-0164OC
Students who engage in gardening and lawn-care activities gain understanding and develop positive attitudes toward bees
Citation:
Silva, A., & Minor, E. S.. (2017). Adolescents' experience and knowledge of, and attitudes toward, bees: Implications and recommendations for conservation. Anthrozoös, 30(1), 19-32. doi:http://dx.doi.org/10.1080/08927936.2017.1270587
Incorporating dogs into social skills training programs may decrease both social skill deficits and symptoms of depression in children with autism spectrum disorders
Citation:
Becker, J. L., Rogers, E. C., & Burrows, B.. (2017). Animal-assisted social skills training for children with autism spectrum disorders. Anthrozoös, 30(2), 307-326. doi:http://dx.doi.org/10.1080/08927936.2017.1311055
Young children develop strong relationships with pets behaviorally similar to humans; older children’s pet attachments include other pet species
Citation:
Hirschenhauser, K., Meichel, Y., Schmalzer, S., & Beetz, A. M.. (2017). Children love their pets: Do relationships between children and pets co-vary with taxonomic order, gender, and age?. Anthrozoös, 30(3), 441-456. doi:http://dx.doi.org/10.1080/08927936.2017.1357882
The health benefits of dogs and cats for children are not supported in a large population-based study
Citation:
Miles, J. N. V., Parast, L., Babey, S. H., Griffin, B. A., & Saunders, J. M.. (2017). Propensity-score-weighted population-based study of the health benefits of dogs and cats for children. Anthrozoös, 30(3), 429-440. doi:http://dx.doi.org/10.1080/08927936.2017.1335103
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