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.
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Displaying 217 - 228 of 1532
Zhang, Z., Stevenson, K. T., & Martin, K. L. (2021). Exploring geographical, curricular, and demographic factors of nature use by children in urban schoolyards in Raleigh, NC, USA. Urban Forestry & Urban Greening, 65. http://dx.doi.org/10.1016/j.ufug.2021.127323
Konerman, R., Elliott, S., Pugh, R., Luthy, T., & Carr, V. (2021). Children’s agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2), 12. http://dx.doi.org/10.7721/chilyoutenvi.31.2.0139
Rosa, C. D., Larson, L. R., Collado, S., & Profice, C. C. (2021). Forest therapy can prevent and treat depression: Evidence from meta-analyses. Urban Forestry &Amp; Urban Greening, 57. http://dx.doi.org/10.1016/j.ufug.2020.126943
Lengieza, M. L., & Swim, J. K. (2021). The paths to connectedness: A review of the antecedents of connectedness to nature. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2021.763231
Sharifi, F., Nygaard, A., Stone, W. M., & Levin, I. (2021). Accessing green space in Melbourne: Measuring inequity and household mobility. Landscape and Urban Planning, 207. https://doi.org/10.1016/j.landurbplan.2020.104004
Ellis, C., Beauchamp, G., Sarwar, S., Tyrie, J., Adams, D., Dumitrescu, S., & Haughton, C. (2021). ’Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting. Journal of Early Childhood Research, 18. http://dx.doi.org/10.1177/1476718X20983861
Schneller, A. J., Harrison, L. M., Adelman, J., & Post, S. (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1), 15. http://dx.doi.org/10.1080/1533015X.2019.1617805
Liu, W., & Chen, J. (2021). Green space in Chinese schools enhance children’s environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1), 33. https://doi.org/10.7721/chilyoutenvi.31.1.0055
van Heezik, Y., Freeman, C., Falloon, A., Buttery, Y., & Heyzer, A. (2021). Relationships between childhood experience of nature and green/blue space use, landscape preferences, connection with nature and pro-environmental behavior. Landscape and Urban Planning, 213. https://doi.org/10.1016/j.landurbplan.2021.104135
Lochner, J. (2021). Educators’ intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8), 20. https://doi.org/10.1080/13504622.2021.1921116
Ernst, J., Juckett, H., & Sobel, D. (2021). Comparing the impact of nature, blended, and traditional preschools on children’s resilience: Some nature may be better than none . Frontiers in Psychology , 12. https://doi.org/10.3389/fpsyg.2021.724340
Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: Parent and teacher perceptions of children’s emotional needs in response to climate change. Environmental Education Research, 27(5), 19. https://doi.org/10.1080/13504622.2020.1828288