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Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review

Author

Listed:
  • Julie Ernst

    (Environmental Education, Applied Human Sciences, University of Minnesota Duluth, Duluth, MN 55812, USA)

  • Kerri McAllister

    (Environmental Education Graduate Program, University of Minnesota Duluth, Duluth, MN 55812, USA)

  • Pirkko Siklander

    (Learning and Educational Technology Research Unit, University of Oulu, FI-90014 Oulu, Finland)

  • Rune Storli

    (Physical Education, Queen Maud University College of Early Childhood Education, N-7044 Trondheim, Norway)

Abstract

Nature play with young children has been criticized for lacking the transformative power necessary for meaningfully contributing to sustainability issues. The purpose of this systematic review was to identify outcomes associated with young children’s nature play that align with Education for Sustainability outcomes, toward addressing the question of its contribution to a more sustainable future. A total of 272 citation records were screened using eligibility and quality appraisal criteria, resulting in 32 studies that were reviewed. These studies’ outcomes were coded and then mapped to an education for sustainability framework. Results suggest that nature play supports education for sustainability benchmarks of applied knowledge, dispositions, skills, and applications. The multiple and varied relevant outcomes associated with nature play suggest practitioners should not abandon nature play in the pursuit of sustainability. Implications for practice and further research are discussed.

Suggested Citation

  • Julie Ernst & Kerri McAllister & Pirkko Siklander & Rune Storli, 2021. "Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review," Sustainability, MDPI, vol. 13(13), pages 1-36, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7443-:d:587613
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    References listed on IDEAS

    as
    1. Kunchamboo, Vimala & Lee, Christina K.C. & Brace-Govan, Jan, 2017. "Nature as extended-self: Sacred nature relationship and implications for responsible consumption behavior," Journal of Business Research, Elsevier, vol. 74(C), pages 126-132.
    2. Alexia Barrable & David Booth, 2020. "Nature Connection in Early Childhood: A Quantitative Cross-Sectional Study," Sustainability, MDPI, vol. 12(1), pages 1-15, January.
    3. Julie Ernst & Firdevs Burcak, 2019. "Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience," Sustainability, MDPI, vol. 11(15), pages 1-22, August.
    4. Marit Heldal & Trond Løge Hagen & Ingvild Olsen Olaussen & Gry Mette D. Haugen, 2021. "Social Sustainable Education in a Refugee Camp," Sustainability, MDPI, vol. 13(7), pages 1-18, April.
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    Cited by:

    1. Luca Petrigna & Federico Roggio & Bruno Trovato & Marta Zanghì & Giuseppe Musumeci, 2022. "Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review," Sustainability, MDPI, vol. 14(7), pages 1-12, March.
    2. Luca Petrigna & Ewan Thomas & Antonino Scardina & Federica Rizzo & Jessica Brusa & Giovanni Camarazza & Claudia Galassi & Antonio Palma & Marianna Bellafiore, 2022. "Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review," IJERPH, MDPI, vol. 19(3), pages 1-11, January.

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