Estudios científicos

Ayres, A. J. (2006) La integración sensorial y el niño. Sevilla: Editorial Mad S.L.

Ball, D. J. (2002) Playgrounds – Risks, benefits and choices (Vol. 426/2002). Londres: Health and Safety Executive (HSE) contract research report, Middlesex University.

Bentsen, Peter y Mygind, Erik y Randrup, Thomas. (2009) Towards an understanding of udeskole: Education outside the classroom in a Danish context. Education, 3-13, 37. 29-44. 10.1080/03004270802291780.

Bjorklund, D. F., y Pellegrini, A. D. (2002) The origins of human nature: Evolutionary developmental psychology. Washington, D.C.: American Psychological Association.

Browning, M., y Rigolon, A. (2019) Could nature help children rise out of poverty? Green space and future earnings from a cohort in ten U.S. cities. Environmental research, 176, 108449. https://doi.org/10.1016/j.envres.2019.04.016

Chawla, L., Keena, K., Pevec, I., y Stanley, E. (2014) Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health Place, 28, 1–13. doi: 10.1016/j.healthplace.2014.03.001.

Chen, J.H., y Monroe, M. C. (2012) Connection to Nature: Children’s Affective Attitude Toward Nature. Environment and Behavior, 44(1), 31–49. https://doi.org/10.1177/0013916510385082. Coates, J.K.yy Pimlott-Wilson, H. (2019) Learning while playing: Children’s Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40. doi: http://dx.doi.org/10.1002/berj.3491.

Collado, S., Staats, H., and Corraliza, J. A. (2013). Experiencing nature in children’s summer camps: affective, cognitive and behavioural consequences. J. Environ. Psychol. 33, 37–44. doi: 10.1016/j.jenvp.2012.08.002

Cols Clotet, C., & Fernàndez Quiles, J. (Pitu). (2019). Patios inclusivos. Tarbiya, Revista De Investigación E Innovación Educativa, (47), 107 – 115. https://doi.org/10.15366/tarbiya2019.47.008

Corraliza, J. A., y Collado, S. (2016). Conciencia ecológica y bienestar en la infancia. Efectos de la relación con la naturaleza. Madrid: Editorial CSS.

Dickie, I., Ozdermiroglu, E. y Phang, Z. (2010) Assessing the benefits of learning outside the classroom in natural environments, Final Report for Natural England. Recuperado el 23 de noviembre de 2020, de https://ecosystemsknowledge.net/sites/default/files/wp- content/uploads/2013/03/Learning-in-Natural-Environments-report-280211.pdf

Faber Taylor, A. & Kuo. F.E. (2006). Is contact with nature important for healthy child development? State of the evidence. In Sepencer. C & Blades. M. (Eds) Children and Their Environments: Learning, Using and Designing Spaces. Cambridge University Press. Cambridge, U.K. Fjørtoft, Ingunn. (2004). Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development. Children, Youth and Environments 14(2): 21-44. Disponible de World Wide Web: http://www.colorado.edu/journals/cye/.

Friluftsfrämjandet (1998): Nordisk konferens Barn och Friluftsliv. 17-19 oktober 1997.

Friluftsfrämjandet, Sverige. Doctoral Dissertation. Norwegian University of Sport and Physical Education. Oslo: Norges Idrettshogskole.

Gebauer, M. (1994): Kind und Umwelt. Ergebnisse einer empirischen Studie zum Umweltbewusstsein von Grundschülern. Bern: Peter Lang.

Gorges, R. (1999): Vernachlässigt der Waldkindergarten die Schulfähigkeit? In: KiTa aktuell 1999, Heft 5, S. 113-117.

Gorges, R. (2000a): Waldkindergartenkinder im ersten Schuljahr – eine empirische Untersuchung. Hohenstein: Eigenverlag.

Gorges, R. (2000b): Der Waldkindergarten – ein aktuelles Konzept kompensatorischer Erziehung. In: Unsere Jugend, 6, S. 275-281.

Grahn, P., Martensson, F., Lindblad, B., Nilsson, P. & Ekman, A. (2000): Borns udeleg. Betingelser og betysning. Kobenhavn: Forlaget Born & Unge.

Grahn, P., Martensson, F., Lindblad, B., Nilsson, P. & Ekman, A. (1997): Ute pa dagis. Hur anväder barn daghemsgarden? Utformingen av daghems-garden och dess betydelse för lek, motorik och koncentrationsförmaga. In: Stad & Land, Nr. 145. Alnarp: Movium, Sveriges Landbruksuniversitet.

Häfner, P (2002): Natur- und Waldkindergärten in Deutschland – eine Alternative zum Regelkindergarten in der vorschulischen Erziehung. Inauguraldissertation, Universität Heidelberg.

Häfner, P. (2003): Wie schulfähig macht der Waldkindergarten? Eine Studie. In: Kindergarten heute, 4, 2003, S. 32-34.

Hartig, T., Mang, M.,&Evans, G.W. (1991). Restorative effects of natural environment experiences. Environment and Behavior, 23, 3-26. Hartig T., Mitchell R., de Vries S. y Frumkin H. (2014) Nature and Health The influence of nature on social, psychological and physical well-being. Annual Review of Public Health, 35:1, 207-228. Harvey, M.R. (1993): Learning about ecology through contact with vegetation. In Hale, M. (Hrsg.): Ecology in Education. Cambridge: University Press.

Heras, F., Marcén, C. y Benayas, J. Educación, ambiente y sosteniblidad: reflexiones y perspectivas (2019). En Benayas, J. y Marcén, C. (Coord.). Hacia una educación para la sostenibilidad. 20 años después del Libro Blanco para la educación ambiental. 385-399. Madrid: Red Española para el Desarrollo Sostenible y Ministerio para la Transición Ecológica-Gobierno de España. Recuperado el 23 de noviembre de 2020, de https://www.miteco.gob.es/es/ceneam/recursos/materiales/hacia- educacion-sostenibilidad_tcm30-496569.pdf

Hernández, M. (2013). Evaluación del programa de educación ambiental formal “aula al aire libre”, reserva los coyotes. Actualidades investigativas en educación, 13 (2), 1-32.

Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York: Cambridge University Press.

Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15, 169-182.

Kiener, S. (2004): Kindergärten in der Natur – Kindergärten in die Natur? Fördert das Spielen in der Natur die Entwicklung der Motorik und Kreativität von Kindergartenkindern? Lizentiatsarbeit, Psychologisches Institut der Universität Fribourg.

Kiener, S. & Stucki, S. (2001): Evaluation Naturspielgruppe Dusse Verusse. Unveröfftl. Arbeit. Cressier: Eigenverlag. Zusammenfassung der Ergebnisse unter www.dusse-verusse.ch.

Kiewra, C. y Veselack, E. (2016) Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4 (1), 71-96. Lettieri, R. (2004): Evaluationsbericht des ersten öffentlichen Waldkindergartens in der Schweiz. In:

Gugerli-Dolder, B., Hüttenmoser, M. & Lindemann-Matthies, P. (2004): Was Kinder beweglich macht. Wahrnehmungs- und Bewegungsförderung im Kindergarten. 76-83. Pädagogische Hochschule Zürich.

Lieberman G.A. y Hoody, L. (1998) Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. School, K-12. 64. USA: State Education and Environment Roundtable. Recuperado el 23 de noviembre de 2020, de http://www.seer.org/extras/execsum.pdf Lindemann-Matthies, P. & Ranft, M. (2004): Wahrnehmungs- und Bewegungsförderung in Kindergärten des Kantons Zürich – Ergebnisse einer empirischen Untersuchung. In Gugerli-Dolder, B., Hüttenmoser, M. & Lindemann-Matthies, P. (Hrsg.): Was Kinder beweglich macht. Wahrnehmungs- und Bewegungsförderung im Kindergarten. 10-58. Pädagogische Hochschule Zürich.

May, M. (2014): Zugangsbarrieren in Waldkindergärten. Eine Umfrage zur Beteiligungsquote von Kindern mit Migrationshintergrund, Behinderung oder aus sozial benachteiligten Familien, Hochschule Fulda. (descargar pdf)

May, M. (2015): Ressourcen und Barrieren der Waldkindergartenpädagogik für Inklusion, Hochschule Fulda. (descargar pdf) Palmer, J.A. (1993): Development of concern for the environment and formative experiences of educators. Journal of Environmental Education, 24, 26-30.

Muela, A., Larrea, I., Miranda, N., Barandiaran, A. (2019) Improving the quality of preschool outdoor environments: getting children involved. European Early Childhood Education Research Journal, 27:3, 385-396, DOI: 10.1080/1350293X.2019.1600808.

Nisbet, E.K., Zelenski, J.M. y Murphy, S.A. (2011) Happiness is in our Nature: Exploring Nature Relatedness as a Contributor to Subjective Well-Being. Journal of Happiness Studies, 12(2), 303- 322 O’Brien, L. (2009) Learning outdoors: the Forest School approach, Education, 3-13, 37:1, 45- 60, DOI:10.1080/03004270802291798

Rada, O.; Serrano, J.; Loira, J.; Liras, J.; Del Campo, A.; Calvet, C. (2020) Educación, Bienestar y Naturaleza. Propuestas de acercamiento de la escuela a la naturaleza para mejorar la salud y el bienestar de la comunidad escolar, de cara a la crisis sanitaria. Fundación Entretantos. Descarga disponible el 29/1/2021 en: https://www.entretantos.arqw.es/wp- content/uploads/2020/12/Educacion-Bienestar-y-Naturaleza.pdf

Rodriguez, H, Aragón, T. y Moya, J. (2020). Proyecto Ciclos: Un nuevo currículo en la práctica educativa. En Moya, J. y Zubillaga del Río, A., Un currículo para un mundo sostenible #ODS2030. Madrid: Anaya

Sandseter, E. B. H. (2007) Categorizing risky play – How can we identify risk-taking in children’s play? European Early Childhood Education Research Journal, 15(2), 237-252.

Schenetti, E. y Garcia-Gonzalez, M. (2019) Las escuelas al aire libre como contexto para el aprendizaje de las ciencias en infantil. El caso de la Scuola nel Bosco Villa Ghigi. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16 (2), 2204.

Streelasky, J. (2019) A forest?based environment as a site of literacy and meaning making for kindergarten children. Literacy, 53: 95– 101. https://doi.org/10.1111/lit.12155 Skaugen, R. y Fiskum, T. A. (2015) How Schools with Good Academic Results Justify Their Use of Outdoor Education. International Education Research, 3(4), 16–31. http://doi.org/10.12735/ier.v3i4p16

Soga, M., Gaston, K. J., Yamaura, Y., Kurisu, K., y Hanaki, K. (2016) Both Direct and Vicarious Experiences of Nature Affect Children’s Willingness to Conserve Biodiversity. International journal of environmental research and public health, 13(6), 529. https://doi.org/10.3390/ijerph13060529

Taylor,A. F.,Wiley, A.,Kuo, F. E.,&Sullivan,W. C. (1998). Growing up in the inner city: Green spaces as places to grow. Environment & Behavior, 30(1), 3-27.

Taylor,A. F.,Wiley, A.,Kuo, F. E.,&Sullivan,W. C. (2001). Copin with add. The Surprising Connection to Green Play Settings. Environment & Behavior, 33(1), 54-77.

Tejada, J & Saez, J (2009). Educación física y educación ambiental. Posibilidades educativas de las actividades en el medio natural. Perspectivas de futuro: la educación al aire libre y el aula naturaleza. Wanceulen E.F. Digital, 5, 124-137.

Verderber, S., & Reuman. (1987). Windows, views, and health status in hospital therapeutic environments. The Journal of Architectural and Planning Research, 4(2), 120-133.

Ward C., Aspinall P. y Montarzino A. (2007) The Childhood Factor: Adult Visits to Green Places and the Significance of Childhood Experience. Environ. Behav, 40, 111-143. DOI:10.1177/0013916507300119

Wells, N. (2000). At home with nature. Effects of “Greenness” on Children’s Cognitive Functioning. Environment and Behavior, 32 (6), 775-795.

Wells, N. (2003). Nearby Nature: A Buffer of Life Stress among Rural Children. Environment and Behavior, 35 (3), 311-330. Wells, N.M. y Lekies, K. S. (2006) Nature and the Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism. Children, Youth and Environments, 16, 1-24.

Wistoft, K., y Dyg, P. M. (2018) Wellbeing in school gardens: the case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191. https://doi.org/10.1080/13504622.2018.1434869