Citations (52)
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Mathilde Duflos, Hebah Hussaina & Mariana Brussoni. (2023) “When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-14.
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Veronica Bergan, Maritha Berger Nylund, Ida Lervik Midtbø & Bård Henry Landsem Paulsen. (2023) The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research 0:0, pages 1-15.
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Melina Porto, Gabriela Tavella & Carina Fernández. (2022) Undoing inequalities: inclusive and transformative language practices in rural Argentinian Patagonia. International Journal of Bilingual Education and Bilingualism 25:10, pages 3597-3613.
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Samantha Friedman, Jenny Gibson, Catherine Jones & Claire Hughes. (2022) ‘A new adventure’: a case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-17.
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Jo Pollitt, Mindy Blaise & Tonya Rooney. (2021) Weather bodies: experimenting with dance improvisation in environmental education in the early years. Environmental Education Research 27:8, pages 1141-1151.
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Martin van Rooijen, Gerty Lensvelt-Mulders, Shirley Wyver & Joachim Duyndam. (2020) Professional attitudes towards children’s risk-taking in play: insights into influencing factors in Dutch contexts. Journal of Adventure Education and Outdoor Learning 20:2, pages 138-154.
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Jostein Rønning Sanderud. (2020) Mutual experiences: understanding children’s play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning 20:2, pages 111-122.
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Carole K. Lee & Patti Ensel Bailie. (2019) Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities 56:4, pages 147-158.
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Clare Nugent, Sarah MacQuarrie & Simon Beames. (2019) ‘Mud in my ears and jam in my beard’: Challenging gendered ways of being in nature kindergarten practitioners. International Journal of Early Years Education 27:2, pages 143-152.
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C. L. Nugent. (2018) Sensory-ethnographic observations at three nature kindergartens. International Journal of Research & Method in Education 41:4, pages 468-479.
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Karen S. Barfod. (2018) Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom. Journal of Adventure Education and Outdoor Learning 18:3, pages 201-213.
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Jennifer Masters & Leanne Grogan. (2018) A comparative analysis of nature kindergarten programmes in Australia and New Zealand. International Journal of Early Years Education 26:3, pages 233-248.
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Sarah MacQuarrie. (2018) Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision. Education 3-13 46:3, pages 345-361.
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Tonya Rooney. (2018) Weather worlding: learning with the elements in early childhood. Environmental Education Research 24:1, pages 1-12.
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Nekane Miranda, Inaki Larrea, Alexander Muela & Alexander Barandiaran. (2017) Preschool Children’s Social Play and Involvement in the Outdoor Environment. Early Education and Development 28:5, pages 525-540.
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Martin van Rooijen & Shelly Newstead. (2017) Influencing factors on professional attitudes towards risk-taking in children’s play: a narrative review. Early Child Development and Care 187:5-6, pages 946-957.
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Sue Waite, Mads Bølling & Peter Bentsen. (2016) Comparing apples and pears?: a conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research 22:6, pages 868-892.
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Margrete Skar, Line Camilla Wold, Vegard Gundersen & Liz O’Brien. (2016) Why do children not play in nearby nature? Results from a Norwegian survey. Journal of Adventure Education and Outdoor Learning 16:3, pages 239-255.
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Chris North. (2015) Rain and Romanticism: the environment in outdoor education. Asia-Pacific Journal of Health, Sport and Physical Education 6:3, pages 287-298.
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Abdulkerim DEMİR, İdris KINASAKAL & Selahattin KAYMAKCI. (2023) 1980-2021 Yılları Arasında Yapılan Okul Dışı Eğitim Konulu Araştırmalara Yönelik Bibliyometrik AnalizBibliometric Analysis of Research on Out-of-School Education between 1980-2021. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:4, pages 1411-1436.
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Serap Sevimli-Celik & Begum Canaslan-Akyar. (2023) Pre-schoolers in nature: A five-week play & learning experience within a Turkish context. Journal of Environmental Studies and Sciences.
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Frannie Blunden. (2023) Naturally nurtured children. Early Years Educator 23:23, pages 24-25.
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Nuraeni, Sarilah, Gunarti Dwi Lestari, Wiwin Yulianingsih & Muhammad Tahir. 2023. Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022). Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022)
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Kimberley Beasley, Sandra Hesterman & Libby Lee-Hammond. (2022) Reviving botany in the curriculum: the botanical journey of two Western Australian early childhood teachers. Australian Journal of Environmental Education, pages 1-15.
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Sarah MacQuarrie & Clare Nugent. (2022) Making Provision for First-Hand Nature-Based Learning Within a Botanic Garden. Frontiers in Education 7.
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Christina R. Ergler, Claire Freeman & Tess Guiney. (2020) Pre‐Schoolers’ Vision for Liveable Cities: Creating ‘Care‐Full’ Urban Environments. Tijdschrift voor Economische en Sociale Geografie 113:2, pages 131-150.
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Vahide Yiğit-Gençten. 2022. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
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Mandy Cooke & Susanne Francisco. (2020) The Practice Architectures that Enable and Constrain Educators’ Risk-Taking Practices in High Quality Early Childhood Education. Early Childhood Education Journal 49:6, pages 1073-1086.
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Kimberley Beasley, Libby Lee-Hammond & Sandra Hesterman. (2021) A Framework for Supporting the Development of Botanical Literacies in Early Childhood Education. International Journal of Early Childhood 53:2, pages 119-137.
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Tonya Rooney, Mindy Blaise & Felicity Royds. (2020) With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education. Contemporary Issues in Early Childhood 22:2, pages 109-123.
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Teresa Monte & Pedro Reis. (2021) Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education. Sustainability 13:11, pages 6000.
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Heejun Jeon & Sunhye Jun. (2021) Outdoor Playground Design Criteria Development for Early Childhood Development: A Delphi Study from the Perspective of Fundamental Movement Skills and Perceptual-Motor Skills. International Journal of Environmental Research and Public Health 18:8, pages 4159.
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Christina R. Ergler, Claire Freeman & Tess Guiney. (2020) Walking with preschool‐aged children to explore their local wellbeing affordances. Geographical Research 59:1, pages 118-135.
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Konstantina Rentzou. 2021. Reconceptualizing Quality in Early Childhood Education, Care and Development. Reconceptualizing Quality in Early Childhood Education, Care and Development
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Birgitta Nordén & Helen Avery. (2020) Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education. International Journal of Early Childhood 52:3, pages 319-335.
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Sue Waite. (2020) Where Are We Going? International Views on Purposes, Practices and Barriers in School-Based Outdoor Learning. Education Sciences 10:11, pages 311.
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Elisabeth Quendler, Veronika Michitsch & Carolin Leitner. (2020) Bedeutung landwirtschaftlicher Betriebe zur Förderung der Gesundheit von Kleinkindern aus Sicht der Stakeholder. Die Bodenkultur: Journal of Land Management, Food and Environment 71:3, pages 147-156.
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Chris J. NorthChris J. North. 2020. Interrogating Authenticity in Outdoor Education Teacher Education. Interrogating Authenticity in Outdoor Education Teacher Education
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J. Eric Wilkinson & Chia-Pin Kao. (2019) Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy 13:1.
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Jodi Streelasky. (2018) A forest‐based environment as a site of literacy and meaning making for kindergarten children. Literacy 53:2, pages 95-101.
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Francesca Agostini, Marianna Minelli & Roberta Mandolesi. (2018) Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories. Frontiers in Psychology 9.
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Kate Dawson & A. Elizabeth Beattie. (2018) Locating the Educator in Outdoor Early Childhood Education. Australian Journal of Environmental Education 34:2, pages 127-142.
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Bob Jickling, Sean Blenkinsop, Marcus Morse & Aage Jensen. (2018) Wild Pedagogies: Six Initial Touchstones for Early Childhood Environmental Educators. Australian Journal of Environmental Education 34:2, pages 159-171.
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N Ain & R Rahutami. (2018) Theme network in thematic learning in elementary school. Journal of Physics: Conference Series 1013, pages 012065.
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Sue Waite & Alice Goodenough. (2018) What is different about Forest School? Creating a space for an alternative pedagogy in England. Journal of Outdoor and Environmental Education 21:1, pages 25-44.
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Bjørg Oddrun Hallås & Marianne Presthus Heggen. 2018. Ecocritical Perspectives on Children's Texts and Cultures. Ecocritical Perspectives on Children's Texts and Cultures
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