Promoting Professional Development and Best Practice in EE
International Journal of Early Childhood Environmental Education (IJECEE) Volume 7, Number 2
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: Editorial Note--IJECEE Special Issue Call for Abstracts: Sustainable Development Goals and Early Childhood Environmental Education--Awareness, Understanding, and Transformation by Victoria Carr, University of Cincinnati, USA; Sue Elliott, University of New England, Australia; & Eva Ärlemalm-Hagsér, Mälardalen University, Sweden; Research--Supporting school readiness naturally: Exploring executive function growth in nature preschools by Jenna Zamzow, Little Hawks Discovery Preschool, USA & Julie Ernst, University of Minnesota Duluth, USA; Beyond traditional school readiness: How nature preschools help prepare children for academic success by Eva Burgess, Aspen Center for Environmental Studies, USA & Julie Ernst, University of Minnesota Duluth, USA; Balancing outdoor learning and play: Adult perspectives of teacher roles in an outdoor classroom by Joshua Hunter, Kristina Brodal Syversen, Cherie Graves, & Anne Bodensteiner, University South Dakota, USA; Fathers’ roles, attitudes, and practices regarding tree climbing by Carla Cull, Suzanne Levenson Goldstein, & Tricia Rosengarten, University of Phoenix, USA; and Book Review--Carie Green’s Children’s Environmental Identity Development by Carla Gull, University of Phoenix, USA