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 121 - 132 of 2458
Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review
Pomfret, G., Sand, M., & May, C. (2023). Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review. Journal of Outdoor Recreation and Tourism, 42. https://doi.org/10.1016/j.jort.2023.100641
Effectiveness of adventure education on health outcomes related to physical, psychological, and social development in children: A systematic review
Peng, Z., & Lau, P. W. C. (2023). Effectiveness of adventure education on health outcomes related to physical, psychological, and social development in children: A systematic review. Journal of Teaching in Physical Education, 42, 14. https://doi.org/10.1123/jtpe.2022-0106
School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis
Holloway, T. P., Dalton, L., Hughes, R., Jayasinghe, S., Patterson, K. A. E., Murray, S., … Ahuja, K. D. K. (2023). School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients , 15(1190). https://doi.org/10.3390/nu15051190
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond
Pope, E., Marston, S. A., Thompson, M., & Larson, S. (2023). How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. Theory into Practice , 62(2), 12. https://doi.org/10.1080/00405841.2023.2202137
School garden and instructional interventions foster children's interest in nature
Kong, C., & Chen, J. (2023). School garden and instructional interventions foster children’s interest in nature. People and Nature, 6. http://dx.doi.org/10.1002/pan3.10597
Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways
Ulset, V. S., Borge, A. I. H., Vitaro, F., Brendgen, M., & Bekkhus, M. (2023). Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways. Journal of Environmental Psychology, 85. https://doi.org/10.1016/j.jenvp.2022.101942
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
Effects of a school-based garden program on academic performance: A cluster randomized controlled trial
Davis, J. N., Nikah, K., Vandyousefi, S., Ghaddar, R., Jeans, M., Cooper, M. H., … Sharma, S. V. (2023). Effects of a school-based garden program on academic performance: A cluster randomized controlled trial. Journal of the Academy of Nutrition and Dietetics , 123(4), 6. https://doi.org/10.1016/j.jand.2022.08.125
“It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation
Moula, Z., Walshe, N., & Lee, E. (2023). “It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation. Journal of Environmental Psychology, 90. https://doi.org/10.1016/j.jenvp.2023.102072
Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children
Walshe, N., Perry, J., & Moula, Z. (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16). https://doi.org/10.3390/su151612290
Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings
Riley, K., Chow, A. F., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., & Erlandson, M. C. (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples. https://doi.org/10.1177/11771801231167881
A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness
Riley, K., Chow, A. F., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., … Humbert, M. L. (2023). A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3). https://doi.org/10.3390/children10030497