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 2743
Association between neighborhood greenspace and child protective services involvement
He, Y., Roberts, A., Tam, V., Ziegler, E., Fitzgibbons, J., Stills, A., … South, E. (2024). Association between neighborhood greenspace and child protective services involvement. Child Abuse & Neglect, 10. https://doi.org/10.1016/j.chiabu.2024.107030
Effective nature-based outdoor play and learning environments for below-3 children: A literature-based summary
Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., … Akinbobola, M. S. (2024). Effective nature-based outdoor play and learning environments for below-3 children: A literature-based summary. International Journal of Environmental Research and Public Health, 21(9). https://doi.org/10.3390/ijerph21091247
Early childhood teachers’ support of children’s play in nature-based outdoor spaces—a systematic review
Smedsrud, T. M., Kleppe, R., Lenes, R., & Moser, T. (2024). Early childhood teachers’ support of children’s play in nature-based outdoor spaces—a systematic review. Education Sciences. https://doi.org/10.3390/educsci14010013
Strengthening the pedagogical use of the outdoor area at nature-based daycare centers: An intervention study
van den Berg, A. E., Hovinga, D., Joven, M., Steensma, R., & Maas, J. (2024). Strengthening the pedagogical use of the outdoor area at nature-based daycare centers: An intervention study. Urban Forestry & Urban Greening, 92. https://doi.org/10.1016/j.ufug.2023.128188
How climate change degrades child health: A systematic review and meta-analysis
Weeda, J. Z., Bradshaw, C. J. A., Judge, M. A., Saraswati, C. M., & Le Souef, P. N. (2024). How climate change degrades child health: A systematic review and meta-analysis. Science of the Total Environment, 920. https://doi.org/10.1016/j.scitotenv.2024.170944
Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children
Boileau, B. Y. S. (2024). Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children. Australian Journal of Environmental Education, 40. http://dx.doi.org/10.1017/aee.2024.30
Interdisciplinary nature journaling improves mood and helps build connection in middle school students
Arbor, R. N., & Matteson, K. (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4), 11. https://doi.org/10.1080/13504622.2024.2405901
Practitioner perspectives on nature-based learning for autistic children
Friedman, S., Morrison, S. A., & Shibata, A. (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education. https://doi.org/10.1080/00958964.2024.2401785
Forest bathing increases adolescents’ mental well-being: A mixed-methods study
Keller, J., Kayira, J., Chawla, L., & Rhoades, J. L. (2024). Forest bathing increases adolescents’ mental well-being: A mixed-methods study. International Journal of Environmental Research and Public Health, 21(8). https://doi.org/10.3390/ijerph21010008
Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect
Dong, X., & Geng, L. (2024). Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect. Ecopsychology. http://dx.doi.org/10.1089/eco.2024.0026
Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect
Delbert, T., Stepansky, K., Bucey, J. C., & Goodman-Schiller, D. (2024). Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect. International Journal of Sustainability in Higher Education. http://dx.doi.org/10.1108/IJSHE-05-2024-0313
Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children
Hepworth, A., Haddad, H., & Edmonds, C. J. (2024). Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2024.2393130