Research

Articles in this issue cover school readiness, teacher roles in an outdoor classroom, attitudes and practices regarding tree climbing, children's environmental identity development, and more.

In this issue, read about knowledge-making and early childhood environmental education; ecological sense-making; decolonial water stories and affective pedagogies; materialism within children's everyday encounters and narratives in a nature-based program; and more.

In this issue, read articles on physical activity and parental attitudes and beliefs of children attending a nature preschool; nature-based education and kindergarten readiness; definitions of loose parts in early childhood outdoor classrooms; a historical and conceptual look at Danish forest schools; and more.

Articles in this issue include topics on a crossroads between teacher training and nature-based learning; the nature and nurture of resilience; picture books as ecoliteracy enhancements; an investigation into nature-related routines and preschool children's affinity to nature; the case for nature connectedness as a goal on early childhood education; diverse representations of children in nature inspired books; and more.

What's the impact of nature preschools on creative thinking? How does one develop a nature-based kindergarten program? Articles in this issue cover these questions and more, including topics on children's embodied and playful connections to nature, and book reviews.

Volume 5, Number 2 includes an English and Spanish article on posthumanist possibilities for early childhood EE; an article on the benefits and risks of tree climbing on child development and resiliency; an article on young children's and parents' preferences for outdoor play settings; a perspective on the importance of animals in early childhood environmental education; a review of "loose parts" in outdoor play environments.

In this volume, read research articles on four methods for engaging youth as researchers, the intersection of beliefs toward outdoor play and cold weather among formal and non-formal EE communities, sense-making of embodied illustrations, children's biophilia and attitudes toward nature; empathy and environmental values in early childhood, and more.