The intuition that “nature is good for children” is widely held, and yet historically, the
evidence for this intuition has been uncompelling, with a distressing number of weak studies …

Using a conceptual model focused on purposes, aims, content, pedagogy, outcomes, and
barriers, we review and interpret literature on two forms of outdoor learning: Forest Schools …

This paper investigates how green schoolyards can reduce stress and promote protective
factors for resilience in students. It documents student responses to green schoolyards in …

Children's outdoor play is declining, despite clear links between play, learning and
development. Alternative learning initiatives which provide children with a diversity of play …

In this paper I argue that a significant proportion of research on children's emotional
geographies has been deployed to reinforce the importance of children's 'voices', their …

This is a critique of an approach to outdoor education experienced in the UK as Forest
School. Forest School came to the UK primarily from Scandinavia, where early years …

3.1 A typical urban care farm in the English Midlands, 57 incorporating stabling, educational
areas, open public space, allotments, animal enclosures, a shop and several other facilities …

This book offers a new approach for theorising and undertaking childhood research. It
combines insights from childhood and generational studies with object-oriented ontologies …

The emerging interest in “spaces of childhood” over the past two decades can be identified
across numerous disciplines. A substantial body of research has indicated that children's …

Background Research to increase children's physical activity and inform intervention design
has, to date, largely underrepresented children's voices. Further, research has been limited …