Pedagogical Research

• Andres, B. (2010). Cultivating the connection to the natural world and the environment in early childhood. Da-Gan, 3, 14-21.
• Andres, B. (2015). Nature in the preschool, the preschool in nature. Da-Gan, 8, 56-63.
• Andres, B. (2018). Education and living creatures. Da-Gan, 11, 33-43.
• Banks, J. A. (2013). The construction and historical development of multicultural education, 1962-2012. Theory Into Practice, 52(1), 78-82. https://doi.org/10.1080/00405841.2013.795444
• Bartnæs, P., & Myrstad, A. (2022). Knowing-with-snow in an outdoor Kindergarten. Journal for Research in Arts and Sports Education, 6(1), 76-91. https://doi.org/10.23865/jased.v6.3012
• Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places and pursuits. National Academies Press.
• Bilton, H. (2010). Outdoor learning in the early years: Management and innovation. Routledge. https://doi.org/10.4324/9780203860137
• Bjerklund, M., & Amot, 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. https://doi.org/10.37291/2717638X.202343287
• Bratitsis, T., & Papachristou, I. (2014). Children’s perseptions of real and technology assisted sport games (exsergames): A case study in greek kindergarten. In Proceedings of the 8^th European Conference on Games Based Learning (pp. 34-40).
• Bray, I., Reece, R., Sinnett, D., Martin, F., & Howard, R. (2021). Exploring the role of exposure to green space in preventing anxiety and depression among young people aged 14-24 living in urban settings: A systematic review. Research Square. https://doi.org/10.21203/rs.3.rs-255123/v1
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742. https://doi.org/10.1037/0012-1649.22.6.723
• Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In R. M. Lerner, & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793-828). John Wiley & Sons. https://doi.org/10.1002/9780470147658.chpsy0114
• Card, B., & Burke, A. (2021). Outdoor kindergarten: Achieving outcomes with a place-based & land-based approach to emergent curriculum. The Morning Watch: Educational and Social Analysis, 47(1), 122-138.
• Catucci, E., & Ehrlin, A. (2018). A case study on the impact of preschool teachers “habits on children”s opportunities for outdoor learning. International Journal of Learning, Teaching and Educational Research, 17(3), 65-81. https://doi.org/10.26803/ijlter.17.3.6
• Cevher-Kalburan, N. (2014). Early childhood pre-service teachers’ concerns and solutions to overcome them (the case of Pamukkale University). South African Journal of Education, 34(1), 1-18. https://doi.org/10.15700/201412120923
• Charmaz, K. (2012). The power and potential of grounded theory. Medical Sociology Online, 6(3), 2-15.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Dahan, Y., Abu Raviye Kawider, S., Yona, Y., Biton, A., San, S., Levy, G., Masalaha, M., Yaakov Safari, L., & Pines, H. (2020). The corona crisis and its impact on the Israeli education system. https://www.crisis-experts.org.il/experts/education
• Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
• Delalande, J. (2010). La socialization des enfants dans la cour d’école: Une conquête consentie? [The socialization of children in the schoolyard: An accepted conquest]. In I. Danic, O. David, & S. Depeau (Eds.), Enfants et jeunes dans les espaces du quotidien [Children and young people in everyday spaces] (pp. 35-47). Rennes University Press. https://doi.org/10.4000/books.pur.27153
• Dietze, B., & Kashin, D. (2019). Perceptions that early learning teachers have about outdoor play and nature. LEARNing Landscapes, 12(1), 91-105. https://doi.org/10.36510/learnland.v12i1.981
• Elliott, H. (2015). Forest school in an inner city? Making the impossible possible. Education, 43(6), 722-730. https://doi.org/10.1080/03004279.2013.872159
• Fiennes, C., Oliver, E., Dickson, K., Escobar, D., Romans, A., & Oliver, S. (2015). The existing evidence-base about effectiveness of outdoor learning. Institute of Outdoor Learning, Blagrave Trust, UCL and Giving Evidence Report UCL, & Giving Evidence. https://www.blagravetrust.org/wp-content/uploads/2015/11/The-Existing-Evidence-base-about-the-Effectiveness-of-Outdoor-Learning-Executive-Summary-Nov-2015.pdf
• Frances, H. (2018). Outdoor learning spaces: The case of forest school. Area, 50(2), 222-231. https://doi.org/10.1111/area.12360
• Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14, 197-213. https://doi.org/10.1016/S0959-4752(03)00068-9
• Kadury-Slezak, M., Tal, C., Faruchi, S., Levy, I., Tal, P., & Tish, S. (2023). Parents’ perceptions of their children’s outdoor activities before and during COVID-19 crisis. Journal of Childhood, Education & Society, 4(3), 354-372. https://doi.org/10.37291/2717638X.202343276
• Kourti, A., Stavridou, A., Panagouli, E., Psaltopoulou, T., Spiliopoulou, C., Tsolia, M., Sergentanis, T. N., & Tsitsika, A. (2021). Domestic violence during the COVID-19 pandemic: A systematic review. Trauma, Violence, & Abuse, 24(2), 719-745. https://doi.org/10.1177/15248380211038690
• Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305
• Landy, C. (2018). The state of outdoor education in Northeast Tennessee: Preschool teacher attitudes toward outdoor education [Doctoral dissertation, East Tennessee State University].
• Lavi Alon, N., & Tal, T. (2021). Principles for out-of-classroom learning. Ministry of Education and the Office of the Chief Scientist. https://meyda.education.gov.il/files/LishcatMadaan/Principlesforextracurricularlearning.pdf
• Lavi, G. (2017). All the world is a classroom: Why is it worth learning outside? https://www.edunow.org.il/edunow-media-story-252351
• Mart, M. (2021). Parental perceptions of outdoor activities. International Journal of Progressive Education, 17(4), 358-372. https://doi.org/10.29329/ijpe.2021.366.22
• Maynard, T. (2007). Outdoor play and learning. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 35(4), 305-307. https://doi.org/10.1080/03004270701602400
• McFarland, L., & Laird, S. G. (2018). Parents’ and early childhood educators’ attitudes and practices in relation to children’s outdoor risky play. Early Childhood Education Journal, 46, 159-168. https://doi.org/10.1007/s10643-017-0856-8
• Ministry of Education. (2008). The preschool yard as a learning space. Ministry of Education. http://meyda.education.gov.il/files/PreSchool/kindergarten-as-learning-space.pdf
• Ministry of Education. (2021). Pathways to the future preschool. Guidelines for designing quality and relevant education in a changing reality. Ministry of Education.
• Orion, N. (2003). Out-of-classroom learning environment: What and how? Eureka, 17, 6-11.
• Orion, N. (2013). Motivation for learning and the out-of-classroom learning environment. Kriyat Beinayim, 21, 22-29.
• Ostermeier, E., Tucker, P., Tobin, D., Clark, A., & Gililand, J. (2022). Parents’ perceptions of their children’s physical activity during the COVID-19 pandemic. BMC Public Health, 22, 1459. https://doi.org/10.1186/s12889-022-13829-y
• Parsons, K. J., & Traunter, J. (2020). Muddy knees and muddy needs: Parents’ perceptions of outdoor learning. Children’s Geographies, 18(6), 699-711. https://doi.org/10.1080/14733285.2019.1694637
• Sela, L., & Regev, N. (2008). The preschool yard as a learning space-Sub-committee review of the role of the kindergarten yard. Ministry of Education. https://meyda.education.gov.il/files/Pituach/kindrgarden-backyard.pdf
• Shorgy, C. (2018). We went on a trip … and what did we find? Da-Gan, 11, 27-32.
• Siskind, D., Conlin, D., Hestenes, L., Kim, S. A., Barnes. A., & 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. https://doi.org/10.1080/10901027.2020.1859024
• Spector-Levy, A., Azmon, D., & Schechter, T. (2013). Outline for planning a curriculum for environmental and sustainability education in pre-primary education. Ministry of Education. http://www.sviva.gov.il/subjectsenv/education/greenkd/documents/preschool-plan-9.pdf
• Tal, T. (2009). Environmental education and education for existence: Principles, ideas, and implementation. Ministry of Education.
• Turgeman, M. (2019). The future preschool. To be me, to belong, and to discover the world. Da-Gan, 12, 8-19.
• Tuuling, L., Õun, T., & Ugaste, A. (2018). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358-370. https://doi.org/10.1080/14729679.2018.1553722
• Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children’s cognitive and behavioral development. Journal of Environmental Psychology, 52, 69-80. https://doi.org/10.1016/j.jenvp.2017.05.007
• UNICEF. (2021). United Nations International Children’s Emergency Fund. https://www.unicef.org/eap/media/8506/file
• Vininger, A. (2020). Reopening Israeli institutions during COVID-19. Israeli CNESET. https://fs.knesset.gov.il/globaldocs/MMM/a32814a3-7a8b-ea11-8104-00155d0aee38/2_a32814a3-7a8b-ea11-8104-00155d0aee38_11_13813.pdf

APA

Levy, I., Tish, S., Tal, P., Tal, C., Kadury-Slezak, M., & Faruchi, S. (2025). What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions. Pedagogical Research, 10(2), em0238. https://doi.org/10.29333/pr/16056

Vancouver

Levy I, Tish S, Tal P, Tal C, Kadury-Slezak M, Faruchi S. What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions. PEDAGOGICAL RES. 2025;10(2):em0238. https://doi.org/10.29333/pr/16056

AMA

Levy I, Tish S, Tal P, Tal C, Kadury-Slezak M, Faruchi S. What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions. PEDAGOGICAL RES. 2025;10(2), em0238. https://doi.org/10.29333/pr/16056

Chicago

Levy, Iris, Sigal Tish, Pninat Tal, Clodie Tal, Michaela Kadury-Slezak, and Sapir Faruchi. "What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions". Pedagogical Research 2025 10 no. 2 (2025): em0238. https://doi.org/10.29333/pr/16056

Harvard

Levy, I., Tish, S., Tal, P., Tal, C., Kadury-Slezak, M., and Faruchi, S. (2025). What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions. Pedagogical Research, 10(2), em0238. https://doi.org/10.29333/pr/16056

MLA

Levy, Iris et al. "What shapes the outdoor learning practices in Israeli kindergartens? ECE teachers’ perceptions". Pedagogical Research, vol. 10, no. 2, 2025, em0238. https://doi.org/10.29333/pr/16056