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
Feelings about nature and social networks mediate the strength of other predictors of physical activity in natural environments.
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
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.
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.
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.
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 arts and community involvement were used to demonstrate a culturally relevant approach to environmental education.
Parents identified social factors related to time pressures as a greater barrier for children’s engagement with nearby nature than accessibility and attributes in the physical landscape.
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
Outdoor education program significantly improves self-concept
Zoo visits with guided instruction increase student learning
Childhood experiences in nature enhance care for self and others and contribute to spiritual development
Adventure playgrounds foster healthy child development
Natural and mixed (natural combined with manufactured) playgrounds yield more opportunities for cognitive play, challenging experiences, and knowledge of the environment than traditional playgrounds.
Many U.S. children are vitamin D deficient and this deficiency is associated with cardiovascular risk factors
Early exposure to outdoor activities is a strong contributing factor to enduring participation in nature-based recreation
Residential program at outdoor education center helps families with at risk-children
Nature-based outdoor classrooms enhance children’s learning, behavior and developmental outcomes
Informal learning enhances intergenerational nature-based experiences
Adventure programs enhance youths’ perceived interest and psychological needs dependent, to some extent, on family style
Family camps offer multiple benefits for parenting practices, family relationships and interaction with nature
Informal green space presents an opportunity for conservation, recreation and planning in urban areas
Field trip in natural environments framework offers means to plan and assess nature-based educational trips
A strengths-based approach to experiential education proves valuable for at-risk youth
Outdoor learning influences teacher attitudes as well as student behavior and engagement with learning
Quality environmental educational programming, time outdoors, and teacher training predict environmental literacy
Garden and green space learning improves educational outcomes
The outdoor environment is a promising context for change for teachers and their students labeled as under-achieving
Urban environmental education programs shown to improve ecological place meaning
Many preschoolers do not achieve recommended physical activity levels
Green school grounds improve quantity and quality of elementary school children’s physical activity
Early childhood educators prefer vegetated outdoor play spaces
Community design can promote and support children’s physical activity
Children’s independent mobility is significantly related to their weekday physical activity levels
Vegetation and woodlands in schoolyards lead to increased physical activity levels in children, but the effects depend on gender
Children’s classroom behavior is better if they have recess
Children’s activities outside of school are similar across nations
Children’s active free play in their neighborhoods is complex
Scale for measuring children’s attitudes toward outdoor play in nature has positive uses
Nature-based resettlement initiatives can help immigrant children build resilience and attachment
Marginalization and cultural preferences are major reasons for low visitation to national parks by people of color
Environmental science course increases high school students’ awareness and environmental identity
Adolescents experience positive emotional change after spending time in an outdoor educational setting
Children’s experiences with nature involve sensory, affective, cognitive and behavioral dimensions