Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

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.
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.
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.
Caroline Bouchard Anne-Sophie Parent Michèle Leboeuf Jennifer Couttet et Émilie McKinnon-Côté
(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.
Hattingh, L.
(2024). Time to play, time to think : meaningful moments in the forest.
European Early Childhood Education Research Journal, 32(1), 22-33.
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.
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.
Caldwell, H. A. T., Arthur, M., Simms, A., Mawhinney, H., Hancock Friesen, C. L. et Kirk, S. F. L.
(2024). Development and implementation of a municipal outdoor play policy for children and youth in Nova Scotia, Canada: a community case study.
Frontiers Public Health, 12, article 1334767.
North, C., Hills, D., Maher, P., Farkić, J., Zeilmann, V., Waite, S., Takano, T., Prince, H., Gurholt, K. P., Muthomi, N., Njenga, D., Karaka-Clarke, T. H., Mackenzie, S. H. et French, G.
(2024). The impact of artificial intelligence on adventure education and outdoor learning: international perspectives.
Journal of Adventure Education and Outdoor Learning, 24(1), 123-140.
Winder, J.
(2024). Children's playgrounds: ‘inadequacies and mediocrities inherited from the past’?
Children’s Geographies, 22(1), 188-193.
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.
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.
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.
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.
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.
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.
Speldewinde, C.
(2024). Risky outdoor play can boost science education.
Research News – Deakin University.
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.
Deneault, J.Charlaine St-Jean 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.
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.
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.
Alla, K. et Truong, M.
(2024). Nature play and child wellbeing.
Australian Institute of Family Studies.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Krishnamurthy, S.
(2024). Far from equitable: are playgrounds for everyone?
Children’s Geographies, 22(6), 916-925.
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.
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.
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.
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.
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.
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.
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.
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.
MacDermott, C. et Larivée, S.
(2023). Touchons du bois… l’école en forêt.
Revue canadienne de l’éducation, 46(1), 111-132.
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.
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.
Puk, T.
(2023). Nurturing embodied experience: risk-tolerant parental attitudes towards nature-based children’s learning.
Education 3-13, 51(2), 200-211.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Nath, S.
(2023). Tales, Toys, and Traditions: Enacting a Culture of Sustainable Lifestyles.
Childhood Education, 99(4), 24-31.
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.
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.
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.
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.
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.
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.
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.
Jennifer Couttet Caroline Bouchard et Michèle Leboeuf
(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.
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.
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.
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.
Harris, F.
(2023). Practitioners’ perspectives on children’s engagement in forest school.
Education 3-13, 52(8), 1568-1577.
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.
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.
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.
Cante, G. et Triby, E. (coordination).
(2022). Donnez la nature aux petits enfants !
Spirale, numéro thématique.
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.
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.
Geist, E. et Jung, J.
(2022). Growth patterns : Fractals, Fibonnacci, and more in the children’s garden.
Childhood education, 98(5), 70-75.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Watts, D. J.
(2022). Manufactured vs nature: affecting children’s playtime engagement in a preschool playground.
International Journal of Play, 11(3), 251-269.
Vladimirova, A.
(2021). Caring In-Between: Events of Engagement of Preschool Children and Forests.
Journal of Childhood Studies, 46(1), 51-71.
Leboeuf, M., Pronovost, J. et Association québécoise des centres de la petite enfance (AQCPE).
(2021). Alex – Cadre de référence L’éducation par la nature en service de garde éducatif à l’enfance.
AQCPE
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.
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.
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.
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.
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.
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.
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.
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.
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.
Simsar, A.
(2021). Young Children’s Ecological Footprint Awareness and Environmental Attitudes in Turkey.
Child Indicators Research, 14(4), 1387-1413.
Stack, J. et Nikiforidou, Z.
(2021). Preschoolers’ possession-based disputes during indoor and outdoor play.
Early Child Development and Care, 191(6), 847-860.
King, T. L., Scovelle, A. J., Meehl, A., Milner, A. J. et Priest, N.
(2021). Gender stereotypes and biases in early childhood: A systematic review.
Australasian Journal of Early Childhood, 46(2), 112-125.
McGuire, L., Monzavi, T., Hoffman, A. J., Law, F., Irvin, M. J., Winterbottom, M., Hartstone-Rose, A., Rutland, A., Burns, K. P., Butler, L., Drews, M., Fields, G. E. et Mulvey, K. L.
(2021). Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.
Frontiers in Psychology, 12, article 503237.
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.
UNICEF.
(2021). The Necessity of Urban Green Space for Children’s Optimal Development. Discussion paper.
UNICEF.
Hills, D. et Thomas, G.
(2020). Digital technology and outdoor experiential learning.
Journal of Adventure Education and Outdoor Learning, 20(2), 155-169.
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.
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.
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.
Lawson Foundation.
(2020). Lawson Foundation Outdoor Play Strategy Final Report (Outdoor Play Sector).
Lawson Foundation.
Alden, C.
(2019). Advancing Outdoor Play and Early Childhood Education: A Discussion Paper.
The Lawson Foundation.
Alden, C. et Pyle, A.
(2019). Multi-sector perspectives on outdoor play in Canada.
International Journal of Play, 8(3), 239‑254.
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.
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.
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.
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.
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.
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(2019). Promouvoir le jeu extérieur et l’éducation à la petite enfance : Document d’orientation.
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