School Grounds as Sites for Learning: Making the most of environmental opportunities

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Making Public the Private Life of Plants: The contribution of informal learning environments (2007, background): “…for themselves the patterns and order that exist in the natural world”, a space that “supports the link between experience and environmental cognition” (Malone & Tranter, 2003 , p. 300), may assist botanic garden educators to reflect on how learners perceive the nature and quality of their…”
Nature as children's space: A systematic review (2017, background): “…places in the outdoors (Castonguay & Jutras, 2009), the influence of green spaces and play in children’s school grounds (Bell, Wilson, & Liu 2008; Malone & Tranter, 2003; Tranter & Malone, 2004), and a review of the factors impacting children’s use of the outdoors in terms of individual,…”
Nature and its Influence on Children’s Outdoor Play (2011, methodology): “However, researchers such as Malone and Tranter (2003b) and Davies (1996,) indicate that many teachers “have limited perceptions of the potential of the outdoor environment for children’s learning” (p.”
The bubble‐wrap generation: children growing up in walled gardens (2007, background): “I have also argued the case in earlier research that by limiting children's experiences of neighbourhood environments in Australia, schoolgrounds have become one of the few places where children can interact with peers in a natural, outdoor setting with minimal adult control (Malone & Tranter, 2003”