eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries.
This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.
Displaying 193 - 204 of 2560
Climate-change education and critical emotional awareness (CEA): Implications for teacher education
Ojala, Maria. (2023). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory, 55(10), 1109-1120. 10.1080/00131857.2022.2081150
Encountering creative climate change pedagogies: Cartographic interruptions
Nxumalo, Fikile, & Montes, Pablo. (2023). Encountering creative climate change pedagogies: Cartographic interruptions. Research in Education, 117(1), 42-57. 10.1177/00345237231207493
A critical, environmental and intercultural education model based on Latin American indigenous worldviews is a hopeful alternative to the narrow, capitalist-oriented SDG for education
Garcia-Arias, Jorge, Corbetta, Silvina, & Baronnet, Bruno. (2023). Decolonizing education in Latin America: critical environmental and intercultural education as an indigenous pluriversal alternative. British Journal of Sociology of Education, 44(8), 1394-1412. 10.1080/01425692.2023.2234088
Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education
Beasley, Kimberley, Hesterman, Sandra, MacCallum, Judy, & Lee-Hammond, Libby. (2023). Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education. International Journal of Early Childhood Environmental Education, 10(2), 21-35.
Free public lands admission for children and spillovers in family recreation
Wikle, J. S., & Hodge, C. J. (2023). Free public lands admission for children and spillovers in family recreation. Journal of Child and Family Studies, 32. https://doi.org/10.1007/s10826-021-02225-6
Nature-based interventions in the UK: A mixed methods study exploring green prescribing for promoting the mental wellbeing of young pregnant women
Sands, G., Blake, H., Carter, T., & Spiby, H. (2023). Nature-based interventions in the UK: A mixed methods study exploring green prescribing for promoting the mental wellbeing of young pregnant women. International Journal of Environmental Research and Public Health, 20(20). https://doi.org/10.3390/ijerph20206921
‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC)
Ranta, M. (2023). ‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC). European Early Childhood Education Research Journal, 31(6), 18. https://doi.org/10.1080/1350293X.2023.2214716
Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes
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), 15. https://doi.org/10.17159/2221-4070/2023/v12i1a6
Exploring children’s participation in the framework of early childhood environmental education
Tsevreni, I., Tigka, A., & Christidou, V. (2023). Exploring children’s participation in the framework of early childhood environmental education. Children’s Geographies, 21(3). https://doi.org/10.1080/14733285.2022.2073194
Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education
Acharibasam, J. B., & McVittie, J. (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education , 39. http://dx.doi.org/10.1017/aee.2022.37
Displaced children’s experience of places and play: a scoping review
Weir, H., Khan, M., & Marmot, A. (2023). Displaced children’s experience of places and play: a scoping review. Children’s Geographies, 21(3), 16. https://doi.org/10.1080/14733285.2022.2078656
Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment
Storm, H., Nielsen, N. O., Andersen, J., Præstegaard, J., Kjærsgaard, H., Petersen, B., … Lindahl, M. (2023). Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment. Wellbeing, Space and Society, 5. https://doi.org/10.1016/j.wss.2023.100162