4,482
Views
51
CrossRef citations to date
0
Altmetric
Research Article

Nature as children's space: A systematic review

ORCID Icon & ORCID Icon

References

  • Aaron, R. F., & Witt, P. A. (2011). Urban students’ definitions and perceptions of nature. Children, Youth and Environments, 21(2), 145–167.
  • Abalos, E., Carroli, G., Mackey, M. E, & Bergel, E. (2001). Critical appraisal of systematic reviews. Geneva, Switzerland: WHO Reproductive Health Library, No. 4, World Health Organization (WHO/RHR/01.6).
  • Abbott-Chapman, J., & Robertson, M. (2009). Adolescents’ favourite places: Redefining the boundaries between private and public space. Space and Culture, 12(4), 419–434.
  • Adams, S., & Savahl, S. (2015). Children's perceptions of the natural environment: A South African perspective. Children's Geographies, 13(2), 196–211.
  • Adams, S., & Savahl, S. (2016). Children's discourses of natural spaces: Consideration for children's subjective well-being. Child Indicators Research, 9(1), March. doi: 10.1007/s12187-016-9374-2
  • Adams, S., Savahl, S., & Casas, F. (2016). The relationship between children's perceptions of the natural environment and their subjective well-being. Children's Geographies, 14(6), 641–655. doi: 10.1080/14733285.2016.115751
  • Aziz, N. F., & Said, I. (2012). The trends and influential factors of children's use of outdoor environments: A review. Procedia - Social and Behavioral Sciences, 38, 204–212.
  • Bell, F., Wilson, J. S. & Liu, G. C. (2008). Neighborhood greenness and 2-year changes in body mass index of children and youth. American Journal of Preventive Medicine, 35(6), 547–553.
  • Ben-Arieh, A. (2008). The child indicators movement: Past, present and future. Child Indicators Research, 1, 3–16.
  • Benson, C. L. (2009). Changing places: Children's experience of place during middle childhood (Unpublished master's thesis). Humboldt State University, Humboldt County, CA.
  • Bird, W. (2007). Natural thinking: Investigating the links between the natural environment, biodiversity and mental health (1st ed.). Report for the Royal Society for the Protection of Birds, Sandy, Bedfordshire, England.
  • Bixler, R. D., Floyd, M. R., & Hammitt, W. E. (2002). Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795–818.
  • Bizzeril, M. X. A. (2004). Children's perceptions of the Brazilian Cerrado landscapes and biodiversity. The Journal of Environmental Education, 35(4), 47–58.
  • Bjorklid, P. (2004). Children's independent mobility and relationship with open space: Studies of 12-year-olds’ outdoor environment in different residential areas. Journal of Applied Psychology [Special Issue 18th IAPS-Conference], 6(3), 52–61.
  • Boeve-de Pauw, D., & Van Petegem, P. (2011). Adolescents’ environmental worldview and personality: An explorative study. Journal of Environmental Psychology, 31, 109–117.
  • Bogner, F. X. & Wiseman, M. (2004). Outdoor ecology education and pupils’ environmental perception in preservation and utilization. Social Education International, 15(1), 27–48.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Burgess, D. J., & Mayer-Smith, J. (2011). Listening to children: Perceptions of nature. Journal of Natural History Education and Experience, 5, 27–43.
  • Burke, C. (2005). Play in focus: Children researching their own spaces and places for play. Children, Youth and Environments, 15(1): 27–53.
  • Castonguay, G. & Jutras, S. (2009). Children's appreciation of outdoor places in a poor neighbourhood. Journal of Environmental Psychology, 29, 101–109.
  • Chawla, L. (1988). Children's concern for the natural environment. Children's Environments Quarterly, 5(3), 13–20.
  • Chawla, L. (2002). Insight, creativity and thoughts on the environment: Integrating children and youth into human settlement development. Environment and Urbanization, 14(2), 11–22.
  • Chawla, L. (2006a). Learning to love the natural world enough to protect it. Barn, 2, 57–78.
  • Chawla, L. (2006b). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 12(3-4), 359–374.
  • Chawla, L. (2007). Childhood experiences associated with care for the natural world: A theoretical framework for empirical results. Children, Youth and Environments, 17(4), 144–170.
  • Chawla, L. (2009). Growing up green: Becoming an agent of care for the natural world. The Journal of Developmental Processes, 4(1), 6–23.
  • Chawla, L. & Cushing, D. F. (2007). Education for strategic environmental behaviour. Environmental Education Research, 13(4), 437–452.
  • Cheng, J. C. & Monroe. M. C. (2012). Connection to nature: Children's affective attitude toward nature. Environment and Behavior, 44(1), 31–49.
  • Collado, S. & Corraliza, J. A. (2015). Children's restorative experiences and self-reported environmental behaviors. Environment and Behavior, 47(1), 38–56.
  • Collado, S., Corraliza. J. A., Staats, H., & Ruiz, M. (2015). Effect of frequency and mode of contact with nature on children's self-reported ecological behaviors. Journal of Environmental Psychology, 41, 65–73.
  • Collado, S., Íñiguez-Rueda, L., & Corraliza, J. S. (2016). Experiencing nature and children's conceptualizations of the natural world. Children's Geographies, 14(6), 716–730. doi:10.1080/14733285.2016.1190812
  • Collado, S., Staats, H., & Corraliza, J. A. (2013). Experiencing nature in children's summer camps: Affective, cognitive and behavioural consequences. Journal of Environmental Psychology, 33, 37–44.
  • Corraliza, J. A., Collado, S., & Bethelmy, L. (2011). Effects of nearby nature on urban children´s stress. Asian Journal of Environment-Behaviour Studies, 2(4), 27–38.
  • Cosco, N., & Moore, R. (2002). “Our neighbourhood is like that!” Cultural richness and childhood identity in Boca-Barracas, Buenos Aires. In L. Chawla (Ed.), Growing up in an urbanised world (pp. 35–56). London, England/Paris, France: Earthscan Publications/UNESCO.
  • Cross, J. E. (2001, November). What is sense of place? Paper presented at the 12th Headwaters Conference, Western State Colorado University, Gunnison, Colorado. Retrieved from http://western.edu/sites/default/files/documents/cross_headwatersXII.pdf.
  • Dahl, T. I., Sethre-Hofstad, L., & Salomon, G. (2013). Intentionally designed thinking and experience spaces: What we learned at summer camp. Learning Environment Research, 16, 91–112.
  • Dai, A. H. (2011). A study of Taiwanese children's conceptions of and relation to nature: Curricular and policy implications (Unpublished doctoral dissertation). University of Maryland, Baltimore, MD.
  • Dunkley, R. A. (2016). Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. The Journal of Environmental Education, 47(3), 213–221. doi: 10.1080/00958964.2016.1164113
  • Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young children's environmental attitudes and behaviours. Environment and Behavior, 39(5), 635–659.
  • Evans, G. W., Juen, B., Corral-Verdugo, V., Corraliza, J., & Kaiser, F. G. (2007). Children's cross-cultural environmental attitudes and self-reported behaviors. Children, Youth and Environments 17(4), 128–143.
  • Fattore, T., Fegter, S., & Hunner-Kreisel, C. (2016). Child well-being and cultural contingency: A study of global child well-being. ISA Sociology of Childhood Newsletter (November 2015).
  • Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111–117.
  • Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children: Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48, 83–97.
  • Gill, T. (2014). The benefits of children's engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10–34.
  • Green, C. J. (2015). Toward young children as active researchers: A critical review of the methodologies and methods in early childhood environmental education. The Journal of Environmental Education, 46(4), 207–229. doi:10.1080/00958964.2015.1050345
  • Günindi, Y. (2012). Environment in my point of view: Analysis of the perceptions of environment of the children attending to kindergarten through the pictures they draw. Procedia–Social and Behavioral Sciences, 55, 594–603.
  • Hart, R. (1984). The geography of children and children's geographies. In T. Saarinen, D. Seamon, & J. L. Sell (Eds.), Environmental perception and behavior: An inventory and prospect (Research Paper No. 209, pp. 99–129). Department of Geography, University of Chicago, Chicago, IL.
  • Hart, R. A. (1994). Children's role in primary environmental care. Childhood, 2, 92–102.
  • Hart, R. A. (1997). Children's participation: The theory and practice of involving young citizens in community development and environmental care. New York, NY: UNESCO.
  • Himes, J. R. (1993). The United Nations Convention on the Rights of the Child: Three essays on the challenge of implementation. Florence, Italy: UNICEF.
  • Holloway, S., & Valentine, G. (2000). Children's geographies and the new social studies of childhood. In S. Holloway and G. Valentine (Eds), Children's geographies: Playing, living, learning (pp. 1–26). London, England: Routledge.
  • Hordyk, S. R., Dulude, M., & Shema, M. (2014). When nature nurtures children: Nature as a containing and holding space. Children's Geographies, 13(5), 571–588. doi:10.1080/14733285.2014.923814
  • Hummon, D. M. (1992). Community attachment. Local sentiment and sense of place. In I. Altman, & S. M. Low (Eds.), Place attachment (pp. 253–277). New York, NY: Plenum Press.
  • Huynh, Q., Craig, W., Janssen, I., & Pickett, W. (2013). Exposure to public natural space as a protective factor for emotional well-being among young people in Canada. BMC Public Health, 13, 1–14.
  • Jenks, C. (2004). Editorial: Many childhoods. Childhood, 11(1), 5–8.
  • Jones, G. (1999). The same people in the same places? Socio-spatial identities and migration in youth. Sociology, 33(1), 1–22.
  • Kals, E., & Ittner, H. (2003). Children's environmental identity: Indicators and behavioral impacts. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 137–157). London, England: MIT Press.
  • Kaplan, R., & Kaplan, S. (1989). Experience of nature: A psychological perspective. New York, NY: Cambridge University Press.
  • Kaplan, R., & Kaplan, S. (2002). Adolescents and the natural environment: A time out? In P. H. Kahn & S. R. Kellert, (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 227–257). Cambridge, MA: MIT Press.
  • Kellert, S. R. (1996). The value of life: Biological diversity and human society. Washington, DC: Island Press.
  • Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. In P. H. Kahn, Jr. and S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 117–151). Cambridge, MA: MIT Press.
  • Kellert, S. R. (2005). Building for life: Designing and understanding the human-nature connection. Washington, DC: Island Press.
  • Kerret, D., Ronen, T., & Orkibi, H. (2014). Green perspective for a hopeful future: Explaining green schools’ contribution to environmental subjective well-being. Review of General Psychology 18, (2), 82–88.
  • Kerret, D., Orkibi, H., & Ronen, T. (2016). Testing a model linking environmental hope and self-control with students’ positive emotions and environmental behavior, The Journal of Environmental Education, 47(4), 307–317. doi: 10.1080/00958964.2016.1182886
  • Keniger, L. E., Gaston, K. J., Irvine, K. N., & Fuller, R. A. (2013). What are the benefits of interacting with nature? International Journal of Environmental Research and Public Health, 10, 913–935.
  • King, K., & Church, A. (2013). We don't enjoy nature like that: Youth identity and lifestyle in the countryside. Journal of Rural Studies, 31, 67–76.
  • Kjørholt, A. T. (2003). Creating a place to belong: Girls’ and boys’ hut-building as a site for understanding discourses on childhood and generational relations in a Norwegian community. Children's Geographies, 1(1), 261–279.
  • Kleiber, D. (1999). Leisure experience and human development. Boulder, CO: Westview Press (Basic Books).
  • Kong, L. (2000).. Nature's dangers, nature's pleasures: Urban children and the natural world. In S. L. Holloway & G. Valentine (Eds.), Children's Geographies (pp. 257–271). London, England: Routledge.
  • Kong, L., Yuan, B., Sodhi, N. S., & Briffett, C. (1999). The construction and experience of nature: Perspectives of urban youth. Tijdschrift voor Economische en Sociale Geografie [Journal of Economic & Social Geography], 90(1), 3–16.
  • Kopnina, H. (2011a). What is (responsible) consumption? Discussing environment and consumption with children from different socioeconomic backgrounds in the Netherlands. Environmentalist, 31, 216–226.
  • Kopnina, H. (2011b). Qualitative revision of the New Ecological Paradigm (NEP) Scale for children. International Journal of Environmental Research, 5(4), 1025–1034.
  • Kuo, F. E., & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: Evidence from a national study. American Journal of Public Health, 94(9), 1580–1586.
  • Kytta, M. (2006). Environmental child-friendliness in light of the Bullerby model. In C. Spencer & M. Blades (Eds.), Children and their environments: Learning, using and designing spaces. Cambridge, England: Cambridge University Press.
  • Lachowycz, K., & Jones, A. P. (2013). Towards a better understanding of the relationship between greenspace and health: Development of a theoretical framework. Landscape and Urban Planning, 118, 62–69.
  • Langhout, R. D., & Annear, L. (2011). Safe and unsafe school spaces: Comparing elementary school student perceptions to common ecological interventions and operationalizations. Journal of Community & Applied Social Psychology, 21, 71–86.
  • Laughlin, D. L., & Johnson, L. C. (2011). Defining and exploring public space: Perspectives of young people from Regent Park, Toronto. Children's Geographies, 9(3–4), 439–456.
  • Leong, L. Y. C., Fischer, R., & McClure, J. (2014). Are nature lovers more innovative? The relationship between connectedness with nature and cognitive styles. Journal of Environmental Psychology, 40, 57–63.
  • Li, W., & Lang, G. (2014). Effects of green school and parents on children's perceptions of human-nature relationships in China. Child Indicators Research, 8(3), 587–604. doi 10.1007/s12187-014-9265-3
  • Liefländer, A. K., Fröhlich, G., Bogner, F. X., & Schultz, P. W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370–384.
  • Linzmayer, C. D., & Halpenny, E. A. (2013). “I might know when I'm an adult”: Making sense of children's relationships with nature. Children's Geographies, 12(4), 412–428. doi: 10.1080/14733285.2013.821262
  • Lloyd, K., & Emerson, L. (2016). (Re)examining the relationship between children's subjective wellbeing and their perceptions of participation rights. Child Indicators Research, 10(3), 591–608. doi: 10.1007/s12187-016-9396-9
  • Long, A. F., & Godfrey, M. (2004). An evaluation tool to assess the quality of qualitative research studies. International Journal of Social Research Methodology Theory and Practice, 7(2), 181–196.
  • Long, A. F., Godfrey, M., Randall, T., Brettle, A. J., & Grant, M. J. (2002). Developing evidence based social care policy and practice: Part 3: Feasibility of Undertaking Systematic Reviews in Social Care (Project report). University of Leeds, Nuffield Institute for Health: Leeds, England.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. New York, NY: Workman.
  • Low, S. M., & Altman, I. (1992). Place attachment: A conceptual inquiry. In I. Altman & S. M. Low (Eds.), Place attachment (pp. 1–12). New York, NY: Plenum Press.
  • Loxley, A., O'Leary, B., & Minton, S. J. (2011). Space makers or space cadets? Exploring children's perceptions of space and place in the context of a Dublin primary school. Educational & Child Psychology, 28(1), 46–63.
  • Lucas, P. J., Baird, J., Arai, L., Law, C., & Roberts, H. M. (2007). Worked examples of alternative methods for the synthesis of qualitative and quantitative research in systematic review. BMC Medical Research Methodology, 7(4), 1–7.
  • MacDougall, C., Schiller, W., & Darbyshire, P. (2009). What are our boundaries and where can we play? Perspectives from eight- to ten-year-old Australian metropolitan and rural children. Early Child Development and Care, 179(2), 189–204.
  • Macnaghten, P. (1993). Discourses of nature: Argumentation and power. In E. Burman (Ed.), Discourse analytic research: Repertoires and readings of texts in action (pp. 52–72). London, England: Routledge.
  • Mahidin, A. M. M., & Maulan, S. (2012). Understanding children preferences of natural environment as a start for environmental sustainability. Procedia – Social and Behavioral Sciences, 38, 324–333.
  • Malone, K. (2004). Holding environments: Creating spaces to support children's environmental learning in the 21st century. Australian Journal of Environmental Education, 20(2), 53–66.
  • Malone, K. (2016a). Reconsidering children's encounters with nature and place using Posthumanism. Australian Journal of Environmental Education, 32(1), 42–56.
  • Malone, K. (2016b). Children's place encounters: Place-based participatory research to design a child-friendly and sustainable urban development. In N. Ansell, N. Klocker, & T. Skelton (Eds.), Geographies of global issues: Change and threat (pp. 501–530). Singapore: Springer Science+Business Media.
  • Malone, K., & Tranter, P. J. (2003). School grounds as sites for learning: Making the most of environmental opportunities. Environmental Education Research, 9(3), 283–303.
  • Manoli, C. C., Johnson, B., Hadjichambi, A. C., Hadjichambi, D., Yiannis, G., & Ioannou, H. (2014). Evaluating the impact of the Earthkeepers Earth education program on children's ecological understandings, values and attitudes, and behaviour in Cyprus. Studies in Educational Evaluation, 41, 29–37.
  • Melhuus, C. (2012). Outdoor day-care centres—A culturalization of nature: How do children relate to nature as educational practice? European Early Childhood Education Research Journal, 20(3), 455–467.
  • Min, B., & Lee, J. (2006). Children's neighborhood place as a psychological and behavioral domain. Journal of Environmental Psychology, 26, 51–71.
  • Moore, R. C. (1986). Childhood's domain. London, England: Croom Helm.
  • Moore, R. C., & Marcus, C. C. (2008). Healthy planet, healthy children: Designing nature into the daily spaces of childhood. In S. R. Kellert, J. Heerwagen, & M. Mador (Eds.), Biophilic design: The theory, science, and practice of bringing buildings to life (pp. 153–203). Hoboken, NJ: Wiley.
  • Moore, R. L., & Graefe, A. R. (1994). Attachments to recreation settings. Leisure Sciences, 16, 17–31.
  • Moses, S. (2005). Does space and place matter? Perspectives from girls growing up in a Cape Town neighbourhood created under apartheid (Working paper No. 136). Centre for Social Science Research, University of Cape Town, Cape Town, South Africa.
  • Nairn, K., Panelli, R., & McCormack, J. (2003). Destabilizing dualisms: Young people's experiences of rural and urban environments. Childhood, 10(1), 9–42.
  • Ozdemir, A., & Yilmaz, O. (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools. Journal of Environmental Psychology, 28, 287–300.
  • Palmberg, I., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32–46.
  • Panelli, R., & Robertson, G. (2006). Catchment contrasts: Comparing young people's experiences and knowledge of a river environment. Geoforum, 37, 455–472.
  • Phenice, L. A., & Griffore, R. J. (2003). Young children and the natural environment. Contemporary Issues in Early Childhood, 4(2), 167–171.
  • Philo, C. (2000). “The corner-stones of my world”: Editorial introduction to special issue on spaces of childhood. Childhood, 7(3), 243–256.
  • Pollard, E. L., & Lee, P. D. (2003). Child well-being: A systematic review of the literature. Social Indicators Research, 61(1), 59–78.
  • Rasmussen, K. (2004). Places for children—Children's places. Childhood, 11(2), 155–173.
  • Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children's Geographies, 10(1), 49–65.
  • Robinson, V. (1984). Asians in Britain: A study in encapsulation and marginality. In C. Clarke, D. Ley, and C. Peach (Eds.), Geography and ethnic pluralism, (pp. 231–257). London, England: Allen & Unwin.
  • Rupprecht, C. D. D., Byrne, J. A., & Lo, A. Y. (2016). Memories of vacant lots: How and why residents used informal urban green space as children and teenagers in Brisbane, Australia, and Sapporo, Japan. Children's Geographies, 14(3), 340–355.
  • Sancar, F. H., & Severcan, Y. C. (2010). Children's places: Rural-urban comparisons using participatory photography in the Bodrum Peninsula, Turkey. Journal of Urban Design, 15(3), 293–324.
  • Savahl, S., Malcolm, C., Slembrouk, S., Adams, S., Willenberg, I., & September, R. (2015). Discourses on well-being. Child Indicators Research, 8(4), 747–766. doi:10.1007/s12187-014-9272-4
  • Scannell, L. & Gifford, R. (2010). Defining place attachment: A tripartite organizing framework. Journal of Environmental Psychology, 30, 1–10.
  • Shillington, L. J., & Murnaghan, A. F. (2016). Urban political ecologies and children's ecologies: Queering urban ecologies of childhood. International Journal of Urban and Regional Research. doi:10.1111/1468-2427.12339
  • Snaddon, J. L., Turner, E. C., & Foster, W. A. (2008). Children's perceptions of rainforest biodiversity: Which animals have the lion's share of environmental awareness? PLoS ONE, 3(7), E2579. doi:10.1371/journal.pone.0002579
  • Staempfli, M. B. (2009). Reintroducing adventure into children's outdoor play environments. Environment and Behavior, 41(2), 268–280.
  • Strife, S., & Downey, L. (2009). Childhood development and access to nature: A new direction for environmental inequality research. Organization & Environment, 22(1), 99–122.
  • Taylor, A., & Kuo, F. E. (2006). Is contact with nature important for healthy child development? State of the evidence. In C. Spencer & M. Blades (Eds.), Children and their environments, (pp. 124–140). Cambridge, England: Cambridge University Press.
  • Taylor, A., Kuo, F. E., & Sullivan, W. C. (2001). Coping with ADD: The surprising connection to green play settings. Environment and Behavior, 33(1), 54–77.
  • Taylor, F. A., Kuo, F. E., & Sullivan, W. C. (2002). Views of nature and self-discipline: Evidence from inner city children. Journal of Environmental Psychology, 22, 49–63.
  • Thompson, C. W., Travlou, P., & Roe, J. (2006). Free-range teenagers: The role of wild adventure space in young people's lives. Final Report (for Natural England). OPENspace: Edinburgh College of Art & Heriot-Watt University, Edinburgh, Scotland.
  • Tranter, P. J., & Malone, K. (2004). Geographies of environmental learning: An exploration of children's use of school grounds. Children's Geographies, 2(1), 131–155.
  • Tuan, Y. (1974). Topophilia: A study of environmental perceptions, attitudes, and values. Englewood Cliffs, NJ: Prentice Hall.
  • Tuncer, G., Ertepinar, H., Tekkaya, C., & Sungur, S. (2005). Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 11(2), 215–233.
  • Turtle, C., Convery, I., & Convery, K. (2015). Forest schools and environmental attitudes: A case study of children aged 8–11 years. Cogent Education, 2(1), 1100103. Retrieved from https://www.cogentoa.com/article/10.1080/2331186X.2015.1100103
  • United Nations Children's Fund (UNICEF). (2013). A post-2015 world fit for children: Sustainable development starts with safe, healthy and well-educated children. Retrieved from http://www.unicef.org/post2015/files/SD_children_FINAL.pdf
  • United Nations General Assembly. (1989). Convention on the rights of the child (United Nations Treaty Series, vol. 1577). Retrieved from http://www.refworld.org/docid/3ae6b38f0.html
  • Van Petegem, P., & Blieck, A. (2006). The environmental worldview of children: A cross-cultural perspective. Environmental Education Research, 12(5), 625–635.
  • Veitch, J., Salmon, J., & Ball, K. (2007). Children's perceptions of the use of public open spaces for active free-play. Children's Geographies, 5(4), 409–422.
  • von Benzon, N. (2011). Who's afraid of the big bad woods? Fear and learning disabled children's access to local nature. Local Environment, 16(10), 1021–1040.
  • Wals, A. E. J. (1994). Nobody planted it, it just grew! Young adolescents’ perceptions and the experience of nature in the context of urban environmental education. Children's Environments, 11(3), 1–27.
  • Wells, N. M. (2000). At home with nature: Effects of greenness on children's cognitive functioning. Environment and Behavior, 32(6), 775–795.
  • Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311–330.
  • Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1), 1–24.
  • Wilson, E. O. (1993). Biophilia and the conservation ethic. In S. Kellert & E. O. Wilson (Eds.), The biophilia hypothesis (pp. 31–41). Washington, DC: Island Press.
  • Yatiman, N. A., & Said, I. (2011). A review on children's favorite place in the context of rural, suburban and urban environments. In A. M. Nugroho et al. (Eds.), “Nusantara” (Local) wisdom for the better future of sustainable agriculture (pp. B-3–17). Proceedings of the 12th International Seminar on Environment and Architecture, Universitas Brawijaya, Malang, Indonesia.
  • Yilmaz, O., Boone, W. J., & Andersen, H. O. (2004). Views of elementary and middle school Turkish students toward environmental issues. International Journal of Science Education, 26(12), 1527–1546.
  • Zhang, Z., Goodale, E., & Chen, J. (2014). How contact with nature affects children's biophilia, biophobia, and conservation attitude in China. Biological Conservation, 177, 109–116.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.