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 and the U.S. Forest Service. Learn more.
Displaying 1513 - 1524 of 2310
Jayasuriya, A., Williams, M., Edwards, T., & Tandon, P. (2016). Parents’ perceptions of preschool activities: Exploring outdoor play. Early Education and Development, 27(7), 14. http://dx.doi.org/10.1080/10409289.2016.1156989
Longbottom, S.E., & Slaughter, V. (2016). Direct experience with nature and the development of biological knowledge. Early Education and Development. http://dx.doi.org/10.1080/10409289.2016.1169822
Irvine, R.D.G., Lee, E., Strubel, M., & Bodenhorn, B. (2016). Exclusion and reappropriation: Experiences of contemporary enclosure among children in three East Anglian schools. Environment and Planning D: Society and Space, 34(5), 19. http://dx.doi.org/10.1177/0263775816641945
Lysklett, O.B., & Berger, H.W. (2016). What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?. Journal of Adventure Education and Outdoor Learning. http://dx.doi.org/10.1080/14729679.2016.1218782
Kabisch, N., Haase, D, & van den Bosch, M.A. (2016). Adding natural areas to social indicators of intra-urban health inequalities among children: A case study from Berlin, Germany. International Journal of Environmental Research and Public Health, 13(8). http://dx.doi.org/10.3390/ijerph13080783
Wiens, V., Kyngas, H., & Polkki, T. (2016). The meaning of seasonal changes, nature, and animals for adolescent girls’ wellbeing in northern Finland: A qualitative descriptive study. International Journal of Qualitative Studies on Health and Well-Being, 11. http://dx.doi.org/10.3402/qhw.v11.30160
Xu, H., Wen, L.M., Hardy, L.L., & Rissel, C. (2016). A 5-year longitudinal analysis of modifiable predictors for outdoor play and screen-time of 2- to 5-year-olds. International Journal of Behavioral Nutrition and Physical Activity, 13(96). http://dx.doi.org/10.1186/s12966-016-0422-6
Askerlund, P., & Almers, E. (2016). Forest gardens – New opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban Greening. http://dx.doi.org/doi:10.1016/j.ufug.2016.08.007
Kalashnikova, I.V., Oksana, B.G., Zhirov, V.K., & Kalashnikov, A.O. (2016). Integrated animal-assisted and plant-assisted ecotherapy for preschool children with speech disturbances: A program for the Arctic. Ecopsychology, 8(2), 10. http://dx.doi.org/10.1089/eco.2016.0002
Chaudhury, M., Oliver, M., Badland, H., Garrett, N., & Witten, K. (2016). Using the Public Open Space Attributable Index tool to assess children’s public open space use and access by independent mobility. Children’s Geographies. http://dx.doi.org/10.1080/14733285.2016.1214684
Danis, A., Sidek, S., & Yusof, S.M. (2016). Park characteristics influences to physical activity among overweight adolescents. Asian Journal of Quality of Life, 1(2), 10. http://dx.doi.org/10.21834/ajqol.v1i2.21
Manni, A., Ottander, C., & Sporre, K. (2016). Young students’ aesthetic experiences and meaning-making processes in an outdoor environmental school practice. Journal of Adventure Education and Outdoor Learning. http://dx.doi.org/10.1080/14729679.2016.1219872