Promoting Professional Development and Best Practice in EE
International Journal of Early Childhood Environmental Education (IJECEE) Volume 6, Number 3
A peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action, The International Journal of Early Childhood Environmental Education (IJECEE) publishes scholarly written works pertinent to the education of all young children (birth to eight years). Articles include book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives—all anonymously and expertly peer-reviewed.
Articles in this issue include: Research—"Physical activity and parental attitudes and beliefs of children attending a nature preschool” by Amber L. Fyfe-Johnson, Washington State University, USA and Brian E. Saelens, Dimitri A. Christakis, and Pooja S. Tandon, University of Washington, USA; “Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten” by Tori S. Cordiano and Lisa K. Damour, Laurel School’s Center for Research on Girls, Ohio, USA; Alexis Lee, Sandra W. Russ, and Joshua Wilt, Case Western Reserve University, Ohio, USA; and Audrey Elszasz, Nature Pedagogy, Ohio, USA; Literature Review—"Definitions of loose parts in early childhood outdoor classrooms: A scoping review” by Carla Gull, Jessica Bogunovich, Suzanne Levenson Goldstein, and Tricia Rosengarten, University of Phoenix, Arizona, USA; and “Seeing the forest and the trees: A historical and conceptual look at Danish Forest Schools” by Stephanie Dean, George Mason University, Virginia, USA’ and Program Review—"Bit by bit: How one preschool increased its natureness” by Sunny Crandell, Santa Barbara City College, California, USA