Research findings make a compelling case for incorporating into community plans provisions for access to nature in the places where children live, play, and learn.
A school garden intervention – consisting of both garden-related lessons and gardening activities – had a positive effect on children’s knowledge of plant science and nutritional science.
Adults from two geographically and culturally distinct cities report access to informal green space as children and few concerns about risks, in contrast to today.
The possibility that matter can act as an agent in the human/environment interaction may be helpful to researchers and practitioners in understanding and enhancing children’s nature play activities.
Both place and activity influenced children’s perception of restorativeness in three different experimental conditions with varying degrees of naturalness.
People involved in climate change education and mitigation cite social justice issues as more motivating for action than concerns about the non-human environment and do not identify childhood experiences in nature as a major formative influence in their pro-environmental actions.
Having a work relationship with agricultural natural areas lowers children’s experience of restoration during their free time in those areas.
A concern for both nature and social justice influence youth to commit to climate change mitigation.
Curiosity, not risk, may be the motivating factor in children’s playful engagement with nature.
Playful activities in outdoor natural spaces can support the holistic development of young children and promote their spirituality.
Rural, low-income mothers identify access to free nature-based recreational opportunities as a major contributor to the health of individual family members and healthy family functioning
Window views to green landscapes help high schoolers’ recover from attention fatigue and stress.