Citations (63)
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Mehmet Mart & Sue Waite. (2023) Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey. Early Years 43:4-5, pages 744-762.
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Michael Martin, Andrea Jelić & Tenna Doktor Olsen Tvedebrink. (2023) Children’s opportunities for play in the built environment: a scoping review. Children's Geographies 0:0, pages 1-17.
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Eirini Flouri, Marie Mueller, Thormod Idsøe & Ane Nærde. (2023) Outdoor play areas in childcare settings and children’s physical aggression: A longitudinal study of Norwegian kindergartens. European Journal of Developmental Psychology 20:2, pages 307-326.
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Amparo Carretón Sanchis, Ignacio García Ferrandis & Javier García Gómez. (2022) The systemic vision of the environment through drawing of young Spanish children. European Early Childhood Education Research Journal 30:5, pages 773-790.
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Sebnem Cetken-Aktas & Serap Sevimli-Celik. (2021) Examining opportunities for risky play in preschool outdoor play areas. International Journal of Play 10:3, pages 285-301.
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A. Lynn van der Schaaf, Amy M. Jeschke, Simone R. Caljouw & Rob Withagen. (2021) The degree to which traditional play equipment, Parkour play elements, and Aldo van Eyck’s play sculptures have an open function. European Early Childhood Education Research Journal 29:2, pages 293-302.
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Tuula H. Skarstein & Ingunn Berrefjord Ugelstad. (2020) Outdoors as an arena for science learning and physical education in kindergarten. European Early Childhood Education Research Journal 28:6, pages 923-938.
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Xiangyou Shen. (2020) Constructing an interactionist framework for playfulness research: Adding psychological situations and playful states. Journal of Leisure Research 51:5, pages 536-558.
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A. Lynn van der Schaaf, Simone R. Caljouw & Rob Withagen. (2020) Are Children Attracted to Play Elements with an Open Function?. Ecological Psychology 32:2-3, pages 79-94.
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Llewellyn Wishart & Elizabeth Rouse. (2019) Pedagogies of outdoor spaces: an early childhood educator professional learning journey. Early Child Development and Care 189:14, pages 2284-2298.
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Llewellyn Wishart, Carolina Cabezas-Benalcázar, Anne-Marie Morrissey & Vincent L. Versace. (2019) Traditional vs naturalised design: a comparison of affordances and physical activity in two preschool playscapes. Landscape Research 44:8, pages 1031-1049.
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Olav B. Lysklett, Anne Berg & Børge Moe. (2019) Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of Play 8:1, pages 53-64.
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Ole Johan Sando. (2019) The outdoor environment and children’s health: a multilevel approach. International Journal of Play 8:1, pages 39-52.
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Jane Merewether. (2019) New materialisms and children’s outdoor environments: murmurative diffractions. Children's Geographies 17:1, pages 105-117.
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M. Chaudhury, E. Hinckson, H. Badland & M. Oliver. (2019) Children’s independence and affordances experienced in the context of public open spaces: a study of diverse inner-city and suburban neighbourhoods in Auckland, New Zealand. Children's Geographies 17:1, pages 49-63.
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Jan-Erik Romar, Ida Enqvist, Janne Kulmala, Jouni Kallio & Tuija Tammelin. (2019) Physical activity and sedentary behaviour during outdoor learning and traditional indoor school days among Finnish primary school students. Journal of Adventure Education and Outdoor Learning 19:1, pages 28-42.
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Rasmus Kleppe. (2018) Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care. Early Child Development and Care 188:10, pages 1487-1501.
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Hanin Hussain. (2018) Exploring physically active play in the early childhood curriculum from a complexity thinking perspective. Sport, Education and Society 23:5, pages 475-490.
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Christopher M. Raymond, Matteo Giusti & Stephan Barthel. (2018) An embodied perspective on the co-production of cultural ecosystem services: toward embodied ecosystems. Journal of Environmental Planning and Management 61:5-6, pages 778-799.
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Antje Luchs & Monika Fikus. (2018) Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care 188:3, pages 281-295.
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Lina Engelen, Shirley Wyver, Gabrielle Perry, Anita Bundy, Tammie Kit Yee Chan, Jo Ragen, Adrian Bauman & Geraldine Naughton. (2018) Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning 18:1, pages 86-95.
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Ruth Davies & Paula Hamilton. (2018) Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13 46:1, pages 117-129.
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Patrícia-Maria Schubert-Peres, Luana dos-Santos-Raymundo, Maíra Longhinotti-Felippe & Ariane Kuhnen. (2017) Parents’ perceptions of affordances for children in nature / La percepción que tienen los padres de las oportunidades para los niños en la naturaleza. PsyEcology 8:2, pages 205-233.
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Rasmus Kleppe, Edward Melhuish & Ellen Beate Hansen Sandseter. (2017) Identifying and characterizing risky play in the age one-to-three years. European Early Childhood Education Research Journal 25:3, pages 370-385.
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Andy Williams & Nalda Wainwright. (2016) A new pedagogical model for adventure in the curriculum: part one – advocating for the model. Physical Education and Sport Pedagogy 21:5, pages 481-500.
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S. Iivonen, A.K. Sääkslahti, A. Mehtälä, J.J. Villberg, A. Soini & M. Poskiparta. (2016) Directly observed physical activity and fundamental motor skills in four-year-old children in day care. European Early Childhood Education Research Journal 24:3, pages 398-413.
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Eva Änggård. (2016) How matter comes to matter in children's nature play: posthumanist approaches and children's geographies. Children's Geographies 14:1, pages 77-90.
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William Brent Mawson. (2014) Experiencing the ‘wild woods’: The impact of pedagogy on children's experience of a natural environment. European Early Childhood Education Research Journal 22:4, pages 513-524.
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Marjanca Kos & Janez Jerman. (2013) Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure Education and Outdoor Learning 13:3, pages 189-205.
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Ellen Beate Hansen Sandseter, Helen Little & Shirley Wyver. (2012) Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education and Outdoor Learning 12:3, pages 167-182.
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Articles from other publishers (33)
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Jannette Prins, Femke van der Wilt, Chiel van der Veen & Dieuwke Hovinga. (2022) Nature play in early childhood education: A systematic review and meta ethnography of qualitative research. Frontiers in Psychology 13.
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Oliver Traynor, Anne Martin, Avril Johnstone, Nai Rui Chng, Jessica Kenny & Paul McCrorie. (2022) A Low-Cost Method for Understanding How Nature-Based Early Learning and Childcare Impacts Children’s Health and Wellbeing. Frontiers in Psychology 13.
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Avril Johnstone, Paul McCrorie, Rita Cordovil, Ingunn Fjørtoft, Susanna Iivonen, Boris Jidovtseff, Frederico Lopes, John J. Reilly, Hilary Thomson, Valerie Wells & Anne Martin. (2022) Nature-Based Early Childhood Education and Children’s Physical Activity, Sedentary Behavior, Motor Competence, and Other Physical Health Outcomes: A Mixed-Methods Systematic Review. Journal of Physical Activity and Health 19:6, pages 456-472.
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Lærke Mygind, Peter Elsborg, Jasper Schipperijn, Bryan Boruff, Jarrad A. G. Lum, Mads Bølling, Trine Flensborg‐Madsen, Peter Bentsen, Peter G. Enticott & Hayley Christian. (2021) Is vegetation cover in key behaviour settings important for early childhood socioemotional function? A preregistered, cross‐sectional study. Developmental Science 25:3.
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Amber L. Fyfe-Johnson, Marnie F. Hazlehurst, Sara P. Perrins, Gregory N. Bratman, Rick Thomas, Kimberly A. Garrett, Kiana R. Hafferty, Tess M. Cullaz, Edgar K. Marcuse & Pooja S. Tandon. (2021) Nature and Children’s Health: A Systematic Review. Pediatrics 148:4.
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