Éducation à la nature et jeu extérieur

2025

Bastianello, T., Silletti, F., Cassibba, R., Coppola, G., Musso, P., Rossini, V., Zusi, C., Unali, I., Florti, E., Majorano, M., Maffeis, C. et Lavelli, M. (2025). Short-Term Effects of an Outdoor Activities Intervention on Children’s Stress, Socio emotional, Behavioral, and Cognitive Regulation Skills. Early Education and Development, 36(3), 724-743. https://doi.org/10.1080/10409289.2024.2423387

QC Bouchard, C., Parent, A.-S., Leboeuf, M., Couttet, J. et Mckinnon-Côté, É.* (2025). L’éducation par la nature: un rempart de la qualité des interactions en centre de la petite enfance en temps de pandémie. Revue des sciences de l’éducation de McGill, 58(3), 106-129. https://mje.mcgill.ca/article/view/10314/7992

Kemp, N., Josephidou, J. et Bolshaw, P. (2025). ‘Tiny humans’ outdoors: understanding the factors that mediate opportunities for babies and toddlers. Children’s Geographies, 23(2), 219-236. https://doi.org/10.1080/14733285.2025.2479683

Lasczik, A., Cutter-Mackenzie-Knowles, A., Osborn, M., Malone, K. et Knight, L. (2025). Engaging visual diaries in early childhood nature play as pedagogical arousal. Australasian Journal of Early Childhood, 50(2), 188-210. https://doi.org/10.1177/18369391241276885

Lee, J., Flouri, E. et Jackson, Y. (2025). The Role of Timing and Amount of Outdoor Play in Emotional Dysregulation in Preschool Children. Child: Care, Health and Development, 51(1), article e70020. https://doi.org/10.1111/cch.70020

CAN Lenters, K., Mosher, R. et MacDonald, J. (2025). Playing the story: Learning with young children’s in/visible composing collaborations in outdoor narrative play. Journal of Early Childhood Literacy, 25(2), 308-335. https://doi.org/10.1177/14687984221144231

Nguyen, N., Fashing, P.J., Trosvik, P., Stenseth, N. C. et de Muinck, E. R. (2025). A Quantitative Comparison of Patterns of Play and Conflict in Nature Preschool and Traditional Preschool Children in Norway. International Journal of Early Childhood, 57(1), 181-207. https://doi.org/10.1007/s13158-024-00394-1

Olsen, A., Tangen, S., Sando, O. J. et Hansen Sandseter, E. B. (2025). Toddlers’ actualization of affordances during free exploration in a varied natural environment. International Journal of Play, 14(1), 99-113. https://doi.org/10.1080/21594937.2025.2464349

Palmer, S. A., Stevens, Z., Palmer, K. K., Chinn, K. M., Farquhar, J. M. et Robinson, L. E. (2025). Exploring if Playground Quality Predicts Head Start Preschoolers’ School Day Physical Activity. International Journal of Early Childhood, 57(1), 51-70. https://doi.org/10.1007/s13158-023-00388-5

CAN Ramsden, R., Mount, D., Lin, Y., Fox, E., Herrington, S., Loebach, J., Cox, A., Bundy, A., Fyfe-Johnson, A., Hansen Sandseter, E. B., Stone, M., Tremblay, M. S. et Brussoni, M. (2025). Results from the PROmoting Early Childhood Outside cluster randomized trial evaluating an outdoor play intervention in early childhood education centres. Scientific Report, 15, article 1713. https://doi.org/10.1038/s41598-025-85397-1

Rech, J. P., Chaudhary, P. et Dinkel, D. (2025). A thematic analysis of qualitative findings on preschool teachers’ behavioral intention to facilitate children’s movement within the indoor preschool classroom. Early Childhood Education Journal, 53(3), 717-726. https://doi.org/10.1007/s10643-024-01632-w

Rodrigues, B. L. C. et Hestenes, L. L. (2025). What About the Influence of Outdoor Quality on Preschoolers’ Cognitive and Social Skills? Early Education and Development, 36(2), 283-305. https://doi.org/10.1080/10409289.2024.2389364

Senoz, E. G. et Kol, S. (2025). Playing outside, thriving inside: exploring the impact of outdoor play frequency on emotional intelligence in children aged 5-6. European Early Childhood Education Research Journal, 33(2), 287-301. https://doi.org/10.1080/1350293X.2024.2439949

Speldewinde, C. (2025). ‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders. Early Childhood Education Journal, 53(4), 1133-1144. https://doi.org/10.1007/s10643-024-01661-5

CAN Squires, K., van Rhijn, T., Harwood, D., Haines, J. et Barton, K. (2025). Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds. Early Childhood Education Journal, 53(2), 599-613. https://doi.org/10.1007/s10643-023-01614-4

Torres-Begines, C., Reyes-de-las-Casas, S. et Pacheco-Costa, A. (2025). Playgrounds as literacy spaces in early childhood education: a more-than-human cartography. Children’s Geographies, 23(2), 204-218. https://doi.org/10.1080/14733285.2025.2479679

Tsuge, T., Matsumoto, N., Takao, S. et Yorifuji, T. (2025). Outdoor playing during preschool was associated with a reduced risk of school-age obesity in Japan. Acta Paediatrica, 114(2), 303-309. https://doi.org/10.1111/apa.17441

2024

Alla, K. et Truong, M. (2024). Nature play and child wellbeing. Australian Institute of Family Studies. https://aifs.gov.au/resources/policy-and-practice-papers/nature-play-and-child-wellbeing

Annerbäck, J., Manni, A., Löfgren, H. et Mårtensson, F. (2024). Toddlers’ engagements with preschool playgrounds: ethnographic insights from Sweden. Children’s Geographies, 22(5), 810-825. https://doi.org/10.1080/14733285.2024.2386242

Askerlund, P., Almers, E., Tuvendal, M. et Waite, S. (2024). Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations. Education 3-13, 52(8), 1341-1352. https://doi.org/10.1080/03004279.2022.2148485

Aslanian, T. K., Bjerknes, A. L. et Andresen, A. K. (2024). Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten. European Early Childhood Education Research Journal, 32(3), 371-382. https://doi.org/10.1080/1350293X.2023.2257911

QC Bouchard, C., Parent, A.-S., Leboeuf, M., Couttet, J. et McKinnon-Côté, É.* (2024). Nature-based education: A rampart of quality interactions in early childhood centers in times of pandemic. Revue Des Sciences De l’éducation De McGill, 58(3), 106–129.

Cevher Kalburan, N. (2024). Experiences of teachers after training on outdoor education in early childhood. Journal of Adventure Education and Outdoor Learning, 24(2), 287-301. https://doi.org/10.1080/14729679.2022.2147970

Chalmeau, R., Lafitole, M., Mourgues, S., Béato, M. R., Bergamaschi, G., Mortelecque, L. et Sales-Hitier, D. (2024). Les élevages pour questionner la relation à l’animal avec des élèves de maternelle. Recherches en éducation, 56, 150-173. https://doi.org/10.4000/12qxr

Cont, S., Rowley, A., Knowles, Z. et Bowe, C. (2024). The perceptions of trainee teachers towards forest school, does connection to nature matter? Journal of Adventure Education and Outdoor Learning, 24(4), 612-628. https://doi.org/10.1080/14729679.2023.2180764

Daly, Z. et Corcoran, B. (2024). Le jeu à l’extérieur et le changement climatique : influence, adaptation et perspectives. Dans Tremblay, R. E., Boivin, M., Peters, R. De V. (dir.) et Brussoni, M. (ed.). Encyclopédie sur le développement des jeunes enfants. https://www.enfant-encyclopedie.com/jeu-exterieur/selon-experts/le-jeu-lexterieur-et-le-changement-climatique-influence-adaptation-et

CAN D’Angelo, J., Ritchie, S., Priest, S., Oddson, B. et Scott, D. B. (2024). Exploring the significance of early life outdoor experiences: a scoping review of retrospective outdoor methods. Journal of Adventure Education and Outdoor Learning, 25(1), 212-233. https://doi.org/10.1080/14729679.2024.2353163

Dankiw, K.A., Kumar, S., Baldock, K.L. et Tsiros, M. D. (2024). Do Children Play Differently in Nature Play Compared to Manufactured Play Spaces? A Quantitative Descriptive Study. International Journal of Early Childhood, 56(3), 535-554. https://doi.org/10.1007/s13158-023-00384-9

Delalande, J. (2024). L’école dans la forêt. L’exemple d’un projet pédagogique porté par une attention à l’expérience des enfants. Recherches en éducation, 56, 33-46. https://doi.org/10.4000/12qxy

Deneault, J., St-Jean, C.** et Bouchard, S. (2024). Lire la forêt avec des yeux d’enfants : une lecture multimodale au service du développement global. Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 120-141. https://doi.org/10.7202/1112431ar

Egan, S. M. et Pope, J. (2024). Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds. Child Development, 95(6), 2030-2044. https://doi.org/10.1111/cdev.14132

Garden, A. et Downes, G. (2024). New boundaries, undecided roles: towards an understanding of forest schools as constructed spaces. Education 3-13, 52(8), 1542-1553. https://doi.org/10.1080/03004279.2023.2170187

Garden, A. et Hirst, N. (2024). ‘Ikke skade treet’: ‘Don’t harm the tree’. Narratives from a Norwegian kindergarten. Education 3-13, 52(8), 1413-1431. https://doi.org/10.1080/03004279.2022.2151318

Gelir, I., Tekin, A. K. et Al-Salmi, L. (2024). Investigating young children’s engineering construction and design in free outdoor play activities in Oman. International Journal of Play, 13(1), 3-19. https://doi.org/10.1080/21594937.2024.2323415

Hattingh, L. (2024). Time to play, time to think : meaningful moments in the forest. European Early Childhood Education Research Journal, 32(1), 22-33. https://doi.org/10.1080/1350293X.2023.2221419

Janik, A. (2024). Outdoor (anti-)play spaces and places: a qualitative study of Polish large city backyards seen from children’s perspective. Journal of Adventure Education and Outdoor Learning, 24(2), 219-231. https://doi.org/10.1080/14729679.2022.2127111

King, H., Beazley, H., Barclay, L. et Miller, A. (2024). Re-imagining child-nature relationships in ecotourism: children’s conservation awareness through nature play and nature-based learning. Children’s Geographies, 22(4), 497-512. https://doi.org/10.1080/14733285.2024.2308008

Krishnamurthy, S. (2024). Far from equitable: are playgrounds for everyone? Children’s Geographies, 22(6), 916-925. https://doi.org/10.1080/14733285.2024.2400168

QC Lévesque, M.-P. (2024). Quels sont les effets de l’éducation par la nature sur le développement social des enfants de 3 à 6 ans ? [Essai doctoral, Université du Québec à Trois-Rivières], Cognito. https://depot-e.uqtr.ca/id/eprint/11574/

Lund Fasting, M. et Høyem, J. (2024). Freedom, joy and wonder as existential categories of childhood – reflections on experiences and memories of outdoor play. Journal of Adventure Education and Outdoor Learning, 24(2), 145-158. https://doi.org/10.1080/14729679.2022.2066008

Mackinder, M. (2024). A bird’s eye view: comparing young children’s play in Forest School in England with Forest Kindergarten in Denmark. Education 3-13, 52(5), 718-735. https://doi.org/10.1080/03004279.2022.2126284

Podobnik, U., Jerman, J. et Selan, J. (2024). Understanding analytical drawings of preschool children: the importance of a dialog with a child. International Journal of Early Years Education, 32(1),189-203. https://doi.org/10.1080/09669760.2021.1960802

Ramsden, R., O’Kane, M., Oberle, E. et Brussoni, M. (2024). Frequency and duration measurements of children’s outdoor free play: A Scoping review. Journal of Childhood, Education & Society, 5(1), 1-40. https://doi.org/10.37291/2717638X.202451314

Speldewinde, C. (2024). Risky outdoor play can boost science education. Research News – Deakin University. https://www.deakin.edu.au/research/research-news-and-publications/articles/risky-outdoor-play-can-boost-science-education?utm_source=miragenews&utm_medium=miragenews&utm_campaign=news

Speldewinde, C. et Campbell, C. (2024). Invisible and fluid walls in early childhood nature learning: collecting data through video. Educational Research, 66(4), 365-380. https://doi.org/10.1080/00131881.2024.2393139

CAN Squires, K., van Rhijn, T., Breau, B., Harwood, D., Haines, J. et Coghill, M. (2024). A quasi-experimental investigation of young children’s activity levels and movements in equipment-based and naturalized outdoor play environments. Journal of Environmental Psychology, 97, article 102364. https://doi.org/10.1016/j.jenvp.2024.102364

Xu, H., Phongsavan, P., Kerr, E., Simone, L., Rissel, C. et Wen, L. (2024). Early childhood education and care attendance and its association with outdoor play, screen time and sleep duration of young children: Findings from the CHAT Trial in Australia. Child: Care, Health and Development, 50(6), article e70002. https://doi.org/10.1111/cch.70002

2023

Ahi, B., Kaya, G. et Kahriman-Pamuk, D. (2023). Forest schools as a family choice: a narrative study. Early Child Development and Care, 193(5), 647-660. https://doi.org/10.1080/03004430.2022.2131779

Almeida, A., Rato, V. et Dabaja, Z. F. (2023). Outdoor activities and contact with nature in the Portuguese context: a comparative study between children’s and their parents’ experiences. Children’s Geographies, 21(1), 108-122. https://doi.org/10.1080/14733285.2021.1998368

Badland, H., Villanueva, K., Alderton, A., Davern, M. et Goldfeld, S. (2023). An urban neighbourhood framework for realising progress towards the New Urban Agenda for equitable early childhood development. Children’s Geographies, 21(6), 1087-1105. https://doi.org/10.1080/14733285.2023.2192339

Bjerklund, M. et Åmot, I. (2023). Outdoor activities promoting mental and physical health and well-being in Sámi Early Childhood Education and Care institutions. Journal of Childhood, Education & Society, 4(3), 261-273. https://doi.org/10.37291/2717638X.202343287

Blackham, L., Cocks, A. et Taylor Bunce, L. (2023) ‘Our Forest School isn’t just the trees.’ Forest Schools: micro-communities for social and emotional development. Journal of Adventure Education and Outdoor Learning, 23(2),158-169. https://doi.org/10.1080/14729679.2021.1984964

Bruijns, B. A., Johnson, A. M., Burke, S. M. et Tucker, P. (2023). Validation of a physical activity, sedentary behavior, and outdoor play behavioral intention and perceived behavioral control tool for early childhood educators. Early Childhood Education Journal, 51(3), 559-567. https://doi.org/10.1007/s10643-022-01314-5

Couttet, J., Bouchard, C. et Leboeuf, M.* (2023). « Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE œuvrant en éducation par la nature. Revue internationale de communication et socialisation, 10(2), 280-306. https://www.revuerics.com/wp-content/uploads/2023/12/RICS_2023-Vol-10-2-Couttet-et-al-5.pdf

Dardanou, M. et Karlsen, B. (2023). Children’s participation in documentation processes in local outdoor spaces. Journal of Childhood, Education & Society, 4(3), 249-260. https://doi.org/10.37291/2717638X.202343268

Donison, L. et Halsall, T. (2023). ‘I’d rather learn outside because nature can teach you so many more things than being inside’: Outdoor learning experiences of young children and educators. Journal of Childhood, Education & Society, 4(3), 373-390. https://doi.org/10.37291/2717638X.202343281

Evangelou, F. (2023). Design and implementation of teaching scenario for primary school students on creating a school garden using inquiry method. European Journal of Education Studies, 10(5), 172-200. https://oapub.org/edu/index.php/ejes/article/view/4802

Friedman, S., James, M., Brocklebank, J., Cox, S. et Morrison, S. (2023). Facilitating Nature-Based Learning With Autistic Students. Childhood Education, 99(4), 14-23. https://doi.org/10.1080/00094056.2023.2232275

Gessiou, G. et Mart, M. (2023). Outdoor play and learning practices from a comparative case study perspective. Journal of Childhood, Education & Society, 4(3), 338-353. https://doi.org/10.37291/2717638X.202343283

Green, C. (2023). ‘It’s Very Spooky in Here’: young children’s fears and anxieties in the natural environment. Early Child Development and Care, 193(15-16), 1558-1574. https://doi.org/10.1080/03004430.2023.2264529

Harris, F. (2023). Practitioners’ perspectives on children’s engagement in forest school. Education 3-13, 52(8), 1568-1577. https://doi.org/10.1080/03004279.2023.2183081

Helleman, G., Nio, I. et de Vries, S. I. (2023). Playing outdoors: What do children do, where and with whom?  Journal of Childhood, Education & Society, 4(3), 322-337. https://doi.org/10.37291/2717638X.202343285

Khalilollahi, A., Kasraian, D., Kemperman, A. D. A. M. et van Wesemael, P. (2023). Application of the COM-B model to the correlates of children’s outdoor playing and the potential role of digital interventions: a systematic literature review. Children’s Geographies, 21(3), 442-458. https://doi.org/10.1080/14733285.2022.2075692

Koepp, A. E., Lanza, K., Byrd-Williams, C., Bryan, A. E. et Gershoff, E. T. (2023). Ambient Temperature Increases and Preschoolers’ Outdoor Physical Activity. JAMA Pediatrics, 177(5), 539–540. https://doi.org/10.1001/jamapediatrics.2023.0067

LeMasters, A. C. et Vandermaas-Peeler, M. (2023). Exploring outdoor play: a mixed-methods study of the quality of preschool play environments and teacher perceptions of risky play. Journal of Adventure Education and Outdoor Learning, 23(1), 1-13. https://doi.org/10.1080/14729679.2021.1925564

Little, H. et Stapleton, M. (2023). Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment. Contemporary Issues in Early Childhood, 24(3), 281-297. https://doi.org/10.1177/1463949120987656

MacDermott, C. et Larivée, S. (2023). Touchons du bois… l’école en forêt. Revue canadienne de l’éducation, 46(1), 111-132. https://doi.org/10.53967/cje-rce.5491

Mart, M. (2023). Math in daily plans: is it possible to conduct in the outdoors by preschool teachers? International Journal of Early Years Education, 31(4), 1036-1055. https://doi.org/10.1080/09669760.2023.2208171

Mart, M., Little, H., Bilton, H. et Kadury-Slezak, M. (2023). Children’s experiences outdoors: Education and community contexts. Journal of Childhood, Education & Society, 4(3), 230-233. https://doi.org/10.37291/2717638X.202343339

Martin, M., Jelić, A. et Tvedebrink, T. D. O. (2023). Children’s opportunities for play in the built environment: a scoping review. Children’s Geographies, 21(6), 1154-1170. https://doi.org/10.1080/14733285.2023.2214505

Matafwali, B. et Mofu, M. (2023). Exploring the feasibility of outdoor indigenous games and songs to enhance play-based pedagogy in early childhood education. Journal of Childhood, Education & Society, 4(3), 391-405. https://doi.org/10.37291/2717638X.202343270

Molyneux, T. M., Zeni, M. et Oberle, E. (2023). Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning. Early Childhood Education Journal, 51(8), 1525-1539. https://doi.org/10.1007/s10643-022-01394-3

Nath, S. (2023). Tales, Toys, and Traditions: Enacting a Culture of Sustainable Lifestyles. Childhood Education, 99(4), 24-31. https://doi.org/10.1080/00094056.2023.2232278

Nordmo, B. G. K. et Meland, A. T. (2023). Tracking possible differences between female- and male staff in promoting physical activity towards girls and boys in the outdoor playground of the kindergarten. European Early Childhood Education Research Journal, 31(4), 577-591. https://doi.org/10.1080/1350293X.2022.2151639

Orr, E. et Dorfberger, S. (2023). Forest kindergarten: fostering ecological cognition and executive function in preschoolers. Early Child Development and Care, 193(5), 698-707. https://doi.org/10.1080/03004430.2022.2147163

Prins, J., van der Wilt, F., van Santen, S., van der Veen, C. et Hovinga, D. (2023). The importance of play in natural environments for children’s language development: an explorative study in early childhood education. International Journal of Early Years Education, 31(2), 450-466. https://doi.org/10.1080/09669760.2022.2144147

Puk, T. (2023). Nurturing embodied experience: risk-tolerant parental attitudes towards nature-based children’s learning. Education 3-13, 51(2), 200-211. https://doi.org/10.1080/03004279.2021.1957973

Remmen, K. B. et Iversen, E. (2023). A scoping review of research on school-based outdoor education in the Nordic countries. Journal of Adventure Education and Outdoor Learning, 23(4), 433-451. https://doi.org/10.1080/14729679.2022.2027796

Richard, B., Turner, J., Stone, M. R. et McIsaac, J.-L. D. (2023). How an early learning and child care program embraced outdoor play: A case study. Journal of Childhood, Education & Society, 4(3), 306-321. https://doi.org/10.37291/2717638X.202343266

Sánchez-Pérez, N., Gracia-Esteban, M., Santamaría-Gutiez, R. et López-Crespo, G. (2023). Contact with nature and executive functions: A pilot study with Spanish preschoolers. Journal of Childhood, Education & Society, 4(3), 234-248. https://doi.org/10.37291/2717638X.202343269

Tarman, İ., Erbay, F. et Durmusoglu-Saltali, N. (2023). The relationship between biophilia levels of preschoolers and social-emotional well-being and psychological resilience in the context of age and gender. Early Child Development and Care, 193(8), 1041-1054. https://doi.org/10.1080/03004430.2023.2216892

Weir, H. (2023). Spaces for children’s play and travel close to home: the importance of threshold spaces. Children’s Geographies, 21(6), 1071-1086. https://doi.org/10.1080/14733285.2023.2192338

Zeni, M., Schnellert, L. et Brussoni, M. (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for Education Outdoors. Journal of Outdoor and Environmental Education, prépublication. https://doi.org/10.1007/s42322-023-00140-6

2022

Ayotte-Beaudet, J.-P., Vinuesa, V., Turcotte, S. et Berrigan, F. (2022). Pratiques enseignantes en plein air en contexte scolaire au Québec : au-delà de la pandémie de COVID-19. Université de Sherbrooke, Sherbrooke. https://app.dialoginsight.com/T/OFC4/L2S/7692/B2737663/gTjZ/750774/28220654/DWQ1Mc/1/85268/P3v2z7I1/I/763875/VILACh.html?h=VeHg82gE-9AbGtT-9pMqUuUVYqjyhU74Axq2G2rw7eg 

Bauer, M. E. E., Brussoni, M. et Giles, A. R. (2022). Rural mothers’ perspectives on keeping their children safe during outdoor play: ‘it’s hard to raise a child in a small community.’ Journal of Adventure Education and Outdoor Learning, 22(3), 203-213. https://doi.org/10.1080/14729679.2021.1902827 

Bento, G. et Costa, J. A. (2022). Outdoor spaces design in early childhood settings – analysing opportunities for children’s play in Portugal. International Journal of Play, 11(3), 270-288. https://doi.org/10.1080/21594937.2022.2101274  

Cante, G. et Triby, E. (coordination) (2022). Donnez la nature aux petits enfants ! Spirale, numéro thématique. https://www.cairn.info/revue-spirale-2022-2.htm  

Clevenger, K. A. et Pfeiffer, K. A. (2022). Teacher-report of where preschool-aged children play and are physically active in indoor and outdoor learning centers. Journal of Early Childhood Research, 20(1), 3-12.  https://doi.org/10.1177/1476718X211033641

Cosco, N. G., Wells, N. M., Zhang, D., Goodell, L. S., Monsur, M., Xu, T. et Moore, R. C. (2022). Hands-on Childcare Garden Intervention: A randomized controlled trial to assess the effects on fruit and vegetable identification, liking, and consumption among children aged 3-5 years. Frontiers in Psychology, 13, article 993637. https://doi.org/10.3389/fpsyg.2022.993637   

Geist, E. et Jung, J. (2022). Growth patterns : Fractals, Fibonnacci, and more in the children’s garden. Childhood education, 98(5), 70-75. https://doi.org/10.1080/00094056.2022.2115824  

Hammershøj, L. G. (2022). Play attitude and moods of play: a design-based inquiry into the affective nature and importance of play. International Journal of Play, 11(3), 327-345. https://doi.org/10.1080/21594937.2022.2101276  

Jidovtseff, B., Pirard, F., Martin, A., McCrorie, P., Vidal, A. et Pools, E. (2022). Parental Assessment of Benefits and of Dangers Determines Children’s Permission to Play Outdoors. International Journal of Environemental Research and Public Health, 19, article 11467. https://doi.org/10.3390/ijerph191811467  

Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V. et McCrorie, P. (2022). Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review. International Journal of Environmental Research and Public Health, 19(10), article 5967. https://doi.org/10.3390/ijerph19105967 

Kim, K. J., Han, M., Jung, E. et Sohn, J.-H. (2022). Nurturing blooming in children’s minds: An organic experience. Childhood Education, 98(5), 76-79. https://doi.org/10.1080/00094056.2022.2115826   

Lynch, J. et Wishart, L. (2022). Play diversity and student agency in the redevelopment of a school play space. Children’s Geographies, 20(6), 944-958. https://doi.org/10.1080/14733285.2021.2006143  

MacQuarrie, M., McIsaac, J.-L. D., Cawley, J., Kirk, S. F. L., Kolen, A. M., Rehman, L., Spencer, R. A. et Stone, M. R. (2022). Exploring parents’ perceptions of preschoolers’ risky outdoor play using a socio-ecological lens. European Early Childhood Education Research Journal, 30(3), 372-387. https://doi.org/10.1080/1350293X.2022.2055103 

Miller, N., Kumar, S., Pearce, K. L. et Baldock, K. L. (2022). The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study. Journal of Adventure Education and Outdoor Learning, 22(4), 342-354. https://doi.org/10.1080/14729679.2022.2100431  

Motta, R. et Ferreira, M. (2022). The children-nature interrelationship in outdoor early childhood education: when children and bamboo co-construct a ‘secret hideaway’. Journal of Adventure Education and Outdoor Learning, 22(4), 385-402. https://doi.org/10.1080/14729679.2022.2087193  

Ozturk, Y. et Ozer, Z. (2022). Outdoor play activities and outdoor environment of early childhood education in Turkey: a qualitative meta-synthesis. Early Child Development and Care, 192(11), 1752-1767. https://doi.org/10.1080/03004430.2021.1932865   

Prins, J., Van Der Wilt, F., Van Der Veen, C. et Hovinga, D. (2022). Nature play in early childhood education: A systematic review and meta ethnography of qualitative research. Frontiers in Psychology, 13, article 995164. https://doi.org/10.3389/fpsyg.2022.995164   

Ramsden, R., Han, C. S., Mount, D., Loebach, J., Cox, A., Herrington, S., Bundy, A., Fyfe-Johnson, A., Sandseter, E. B. H., Stone, M., Tremblay, M. S. et Brussoni, M. (2022). An Intervention to Increase Outdoor Play in Early Childhood Education Centers (PROmoting Early Childhood Outside) : Protocol for a Pilot Wait-list Control Cluster Randomized Trial. JMIR Research Protocols, 11(7), article 38365. https://doi.org/10.2196/38365 

Rosiek, M.A., Etnier, J.L. et Willoughby, M.T. A. (2022). Comparison of the Effects of Outdoor Physical Activity and Indoor Classroom-Based Activities on Measures of Executive Function in Preschoolers. International Journal of Early Childhood, 54(2), 203-215. https://doi.org/10.1007/s13158-022-00318-x  

Sakellariou, M. et Banou, M. (2022). Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective Kindergarten Educators. Early Child Development and Care, 192(6), 887-903. https://doi.org/10.1080/03004430.2020.1813123 

Siskind, D., Conlin, D., Hestenes, L., Kim, S.-A., Barnes, A. et Yaya-Bryson, D. (2022). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education, 43(3), 389-405. https://doi.org/10.1080/10901027.2020.1859024  

Speldewinde, C. et Campbell, C. (2022). Mathematics learning in the early years through nature play. International Journal of Early Years Education, 30(4), 813-830. https://doi.org/10.1080/09669760.2022.2122026 

Tan, X. R. et Yang, W. (2022). Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore. European Early Childhood Education Research Journal, 30(2), 281-295. https://doi.org/10.1080/1350293X.2022.2046839 

Watts, D. J. (2022). Manufactured vs nature: affecting children’s playtime engagement in a preschool playground. International Journal of Play, 11(3), 251-269. https://doi.org/10.1080/21594937.2022.2098581  

2021

Beasley, K., Lee-Hammond, L. et Hesterman, S. (2021). A Framework for Supporting the Development of Botanical Literacies in Early Childhood Education. International Journal of Early Childhood, 53, 119‑137. https://doi.org/10.1007/s13158-021-00291-x

Bryant, L. M., Duncan, R. J. et Schmitt, S. A. (2021). The Cognitive Benefits of Participating in Structured Sports for Preschoolers. Early Education and Development, 32(5), 729-740. https://doi.org/10.1080/10409289.2020.1799619

Clevenger, K. A., Erickson, K. T., Grady, S. C. et Pfeiffer, K. A. (2021). Characterizing preschooler’s outdoor physical activity: The comparability of schoolyard location- and activity type-based approaches. Early Childhood Research Quarterly, 56, 139-148. https://doi.org/10.1016/j.ecresq.2021.03.012

Connelly, J.-A., Manningham, S. et Champagne, M. (2021). Factors related to energetic play during outdoor time in childcare centres. Early Childhood Education Journal, 49, 441-449.  https://doi.org/10.1007/s10643-020-01088-8 

Ellis, C., Beauchamp, G., Sarwar, S., Tyrie, J., Adams, D., Dumitrescu, S. et Haughton, C. (2021). ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting. Journal of Early Childhood Research, 19(3), 337-354. https://doi.org/10.1177/1476718X20983861

Harper, N. J. et Obee, P. (2021). Articulating outdoor risky play in early childhood education: voices of forest and nature school practitioners. Journal of Adventure Education and Outdoor Learning, 21(2), 184-194. https://doi.org/10.1080/14729679.2020.1784766

Jarvis, I., Davis, Z., Sbihi, H., Brauer, M., Czekajlo, A., Davies, H. W., Gergel, S. E., Guhn, M., Jerrett, M., Koehoorn, M., Oberlander, T. F., Su, J. et van den Bosch, M. (2021). Assessing the association between lifetime exposure to greenspace and early childhood development and the mediation effects of air pollution and noise in Canada: a population-based birth cohort study. The Lancet Planetary Health, 5(10), 709‑717. https://doi.org/10.1016/S2542-5196(21)00235-7

Konerman, R., Elliott, S., Pugh, R., Luthy, T. et Carr, V. (2021). Children’s Agency and Action in Nature Preschool: A Tale of Two Programs. Children, Youth and Environments, 31(2), 139-150. https://www.jstor.org/stable/10.7721/chilyoutenvi.31.2.0139

Lundy, A. et Trawick-Smith, J. (2021). Effects of Active Outdoor Play on Preschool Children’s on-Task Classroom Behavior. Early Childhood Education Journal, 49(3), 463-471. https://doi.org/10.1007/s10643-020-01086-w

Scheffel, T. L., Hives, L., Scott, J. et Steele, A. (2021). Learning with Wide-Open Eyes: Nudging at Perceived Barriers to Outdoor Learning within a Kindergarten. Children, Youth and Environments, 31(2), 83-104. https://www.jstor.org/stable/10.7721/chilyoutenvi.31.2.0083

Simsar, A. (2021). Young Children’s Ecological Footprint Awareness and Environmental Attitudes in Turkey. Child Indicators Research, 14(4), 1387-1413. https://doi.org/10.1007/s12187-021-09810-7

Stack, J. et Nikiforidou, Z. (2021). Preschoolers’ possession-based disputes during indoor and outdoor play. Early Child Development and Care, 191(6), 847-860. https://doi.org/10.1080/03004430.2019.1649667

Tiplady, L. S. E. et Menter, H. (2021). Forest School for wellbeing: an environment in which young people can ‘take what they need.’ Journal of Adventure Education and Outdoor Learning, 21(2), 99-114. https://doi.org/10.1080/14729679.2020.1730206

UNICEF. (2021). The Necessity of Urban Green Space for Children’s Optimal Development. Discussion paper. UNICEF. https://www.unicef.org/documents/necessity-urban-green-space-childrens-optimal-development

Vladimirova, A. (2021). Caring In-Between: Events of Engagement of Preschool Children and Forests. Journal of Childhood Studies, 46(1), 51-71. https://doi.org/10.18357/jcs00202119326

2020

Hills, D. et Thomas, G. (2020). Digital technology and outdoor experiential learning. Journal of Adventure Education and Outdoor Learning, 20(2), 155-169. https://www-tandfonline-com.proxy.bibliotheques.uqam.ca/doi/full/10.1080/14729679.2019.1604244

Kalungwizi, V. J., Krogh, E., Gjøtterud, S. M. et Mattee, A. (2020). Experiential strategies and learning in environmental education: Lessons from a teacher training college in Tanzania. Journal of Adventure Education and Outdoor Learning, 20(2), 95-110. https://www-tandfonline-com.proxy.bibliotheques.uqam.ca/doi/full/10.1080/14729679.2018.1555047

Sanderud, J. R. (2020). Mutual experiences: Understanding children’s play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2), 111-122. https://doi.org/10.1080/14729679.2018.1557058

Sando, O. J. et Sandseter, E. B. H. (2020). Affordances for physical activity and well-being in the ECEC outdoor environment. Journal of Environmental Psychology, 69, 1-8. https://doi.org/10.1016/j.jenvp.2020.101430

2019

Alden, C. (2019). Advancing Outdoor Play and Early Childhood Education: A Discussion Paper. The Lawson Foundation. https://lawson.ca/op-discussion-paper/

Alden, C. et Pyle, A. (2019). Multi-sector perspectives on outdoor play in Canada. International Journal of Play, 8(3), 239‑254. https://doi.org/10.1080/21594937.2019.1684145

Bergeron, N., Bergeron, C., Lapointe, L., Kriellaars, D., Aubertin, P., Tanenbaum, B. et Fleet, R. (2019). Don’t take down the monkey bars: Rapid systematic review of playground-related injuries. Canadian family physician, 65(3), 121-128. https://www.ncbi.nlm.nih.gov/pubmed/30867192

Brussoni, M. (2019). Quels sont les bienfaits uniques du jeu en plein air pratiqué en milieu naturel ? Encyclopédie sur le développement des jeunes enfants, Lawson Foundation. http://www.enfant-encyclopedie.com/jeu-exterieur/introduction

Dinkel, D., Snyder, K., Patterson, T., Warehime, S., Kuhn, M. et Wisneski, D. (2019). An exploration of infant and toddler unstructured outdoor play. European Early Childhood Education Research Journal, 27(2), 257-271. https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1579550

Ebbeck, M., Yim, H. Y. B. et Warrier, S. (2019). Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore. Early Childhood Education Journal, 47(3), 265-273. https://link.springer.com/article/10.1007%2Fs10643-018-00924-2

Johnson, S. A., Snow, S., Lawrence, M. A. et Rainham, D. G. C. (2019). Quasi-Randomized Trial of Contact With Nature and Effects on Attention in Children. Frontiers in Psychology, 10, 1-15. https://doi.org/10.3389/fpsyg.2019.02652

La fondation Lawson. (2019). Promouvoir le jeu extérieur et l’éducation à la petite enfance : Document d’orientation. http://lawson.ca/advancing-op-ece-fr.pdf

Gastaldi, F. G. M., Longobardi, C., Pasta, T. et Prino, L. E. (2019). Pre-K children’s play: different forms of imitation and exploration behaviours. Early Child Development and Care, 189(3), 513-521.
https://www.tandfonline.com/doi/full/10.1080/03004430.2017.1330824

Gyllencreutz, L., Rolfsman, E., Frånberg, G.-M. et Saveman, B.-I. (2020). Injury risks during outdoor play among Swedish schoolchildren : Teachers’ perceptions and injury preventive practices. Education 3-13, 48(1), 1‑11. https://doi.org/10.1080/03004279.2018.1551912

Kalpogianni, D. E. (2019). Why are the children not outdoors? Factors supporting and hindering outdoor play in Greek public day-care centres. International Journal of Play, 8(2), 155-173. https://www.tandfonline.com/doi/full/10.1080/21594937.2019.1643979

Kinsner, K. (2019). Rocking and Rolling. Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development. YC, Young Children, 74(2), en ligne. https://www.naeyc.org/resources/pubs/yc/may2019/outdoor-play-is-essential

Larrea, I., Muela, A., Miranda, N. et Barandiaran, A. (2019). Children’s social play and affordance availability in preschool outdoor environments. European Early Childhood Education Research Journal, 27(2), 185-194. https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1579546

Lysklett, O. B., Berg, A. et Moe, B. (2019). Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of Play, 8(1), 53-64. https://www.tandfonline.com/doi/full/10.1080/21594937.2019.1580337

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M. et Ceciliani, A. (2019). The role of Outdoor Education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867‑882. https://www.tandfonline.com/doi/full/10.1080/03004430.2017.1345896

Nugent, C., MacQuarrie, S. et Beames, S. (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), 143-152. https://www.tandfonline.com/doi/full/10.1080/09669760.2018.1562884

Sando, O. J. (2019). The outdoor environment and children’s health: a multilevel approach. International Journal of Play, 8(1), 39-52. https://www.tandfonline.com/doi/full/10.1080/21594937.2019.1580336

Taylor, H.B. (2019). From Fear to Freedom: Risk and Learning in a Forest School (Voices). YC, Young Children, 74(2), en ligne. https://www.naeyc.org/resources/pubs/yc/may2019/forest-school

Tuuling, L., Õun, T. et Ugaste, A. (2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358-370. https://www.tandfonline.com/doi/full/10.1080/14729679.2018.1553722

Volpe, M., Derr, V. et Kim, S. (2019). “And it made me feel good inside” : Initial Evidence and Future Methods for Evaluating Nature School Effectiveness. Children, Youth and Environments, 29(2), 5‑27. https://doi.org/10.7721/chilyoutenvi.29.2.0005

Ward, T., Goldingay, S. et Parson, J. (2019). Evaluating a supported nature play programme, parents’ perspectives. Early Child Development and Care, 189(2), 270-283. https://www.tandfonline.com/doi/full/10.1080/03004430.2017.1317764

Wishart, L. et Rouse, E. (2019). Pedagogies of outdoor spaces : An early childhood educator professional learning journey. Early Child Development and Care, 189(14), 2284-2298. https://www.tandfonline.com/doi/full/10.1080/03004430.2018.1450250

2018

Masters, J. et Grogan, L. (2018). A comparative analysis of nature kindergarten programmes in Australia and New Zealand. International Journal of Early Years Education, 26(3), 233-248. https://www.tandfonline.com/doi/full/10.1080/09669760.2018.1459507

Nxumalo, F. et Rotas, N. (2018). Interdisciplinary Dialogues in Early Childhood Environmental Education. Journal of Childhood Studies, 43(1), 1-3. https://journals.uvic.ca/index.php/jcs/issue/view/1366

Sobko, T., Jia, Z. et Brown, G. (2018). Measuring connectedness to nature in preschool children in an urban setting and its relation to psychological functioning. PLOS ONE, 13(11), 1-17. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0207057

Wyver, S. et Sandseter, E.B.H. (2018). Outdoor play and learning. International Journal of Play, 7(1), 127-128. https://www.tandfonline.com/doi/full/10.1080/21594937.2018.1437383

2017

Morrissey, A.-M., Scott, C. et Rahimi, M. (2017). A comparison of sociodramatic play processes of preschoolers in a naturalized and a traditional outdoor space. International Journal of Play, 6(2), 177-197. https://www.tandfonline.com/doi/full/10.1080/21594937.2017.1348321

Palmer, K. K., Matsuyama, A. L. et Robinson, L. E. (2017). Impact of structured movement time on preschoolers’ physical activity engagement. Early Childhood Education Journal, 45(2), 201-206. https://link.springer.com/article/10.1007%2Fs10643-016-0778-x

2016

Coe, H. (2016). From excuses to encouragements: Confronting and overcoming the barriers to early childhood outdoor learning in canadian schools. Journal of Childhood Studies, 41(1), 5-15. https://journals.uvic.ca/index.php/jcs/article/view/15461

Murray, J. et Devecchi, C. (2016). The Hantown Street Play Project. International Journal of Play, 5(2), 196-211. https://www.tandfonline.com/doi/full/10.1080/21594937.2016.1203662

2015

Hu, B. Y., Li, K., De Marco, A. et Chen, Y. (2015). Examining the Quality of Outdoor Play in Chinese Kindergartens. International Journal of Early Childhood, 47(1), 53‑77. http://doi.org/10.1007/s13158-014-0114-9

Tandon, P. S., Saelens, B. E. et Christakis, D. A. (2015). Active play opportunities at child care. Pediatrics, 135(6), 2425-2431. https://pediatrics.aappublications.org/content/135/6/e1425

2014

Hu, B. Y., Kong, Z. et Roberts, S. K. (2014). The policies and practice of preschoolers’ outdoor play: a Chinese perspective on greeting the Millennium. Childhood Education, 90(3), 202-211. https://www.tandfonline.com/doi/abs/10.1080/00094056.2014.910378

Mawson, W. B. (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), 513‑524. https://www.tandfonline.com/doi/abs/10.1080/1350293X.2014.947833#.VIZzIsmLQ2c

Remmers, T., Broeren, S. M., Renders, C. M., Hirasing, R. A., van Grieken, A. et Raat, H. (2014). A longitudinal study of children’s outside play using family environment and perceived physical environment as predictors. International Journal of Behavioral Nutrition and Physical Activity, 11(1), article 76. https://ijbnpa.biomedcentral.com/articles/10.1186/1479-5868-11-76

2013

Coleman, B. et Dyment, J. E. (2013). Factors that limit and enable preschool-aged children’s physical activity on child care centre playgrounds. Journal of Early Childhood Research, 11(3), 203-221. https://journals.sagepub.com/doi/abs/10.1177/1476718X12456250

Little, H. (2013). Mothers’ beliefs about risk and risk-taking in children’s outdoor play. Journal of Adventure Education & Outdoor Learning, 15(1), 24-39. https://www.tandfonline.com/doi/abs/10.1080/14729679.2013.842178