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A peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action, The International Journal of Early Childhood Environmental Education (IJECEE) publishes scholarly written works pertinent to the education of all young children (birth to eight years). Articles include book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives-all anonymously and expertly peer-reviewed. Articles in this issue include: - Editorial Note: Provocations for the "next big thing" in Early Childhood Education for Sustainability (ECEfS) by Sue Elliott, University of New England, Australia - A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms With and Without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework by Deborah Carter, Boise State University, Idaho, USA - Play as Place: A Safe Space for Young Children to Learn about the World by Elena Nitecki, Mercy College, Dobbs Ferry, New York, USA and Mi-Hyun Chung, Mercy College, Dobbs Ferry, New York, USA - Defining Nature-Based Preschools by Rachel Larimore, Michigan State University, USA - Outdoor explorations with pre-schoolers: An observational study of young children's developing relationship with the natural world by Cara McClain, The University of Tennessee Knoxville, USA and Maureen Vandermaas-Peeler, Elon University, USA - "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden by Carley Fisher-Maltese, George Mason University, USA - Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms by Christine Kiewra, Dimensions Educational Research Foundation, USA and Ellen Veselack, Child Educational Center, La Ca?ada, USA
A peer-reviewed open-access electronic journal promoting early childhood environmental education for global readership and action, The International Journal of Early Childhood Environmental Education (IJECEE) publishes scholarly written works pertinent to the education of all young children (birth to eight years). Articles include book reviews, educational approaches, evaluation models, program descriptions, research investigations, and theoretical perspectives-all anonymously and expertly peer-reviewed. Articles in this issue include: - Editorial Note: Provocations for the "next big thing" in Early Childhood Education for Sustainability (ECEfS) by Sue Elliott, University of New England, Australia - A Nature-Based Social-Emotional Approach to Supporting Young Children's Holistic Development in Classrooms With and Without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework by Deborah Carter, Boise State University, Idaho, USA - Play as Place: A Safe Space for Young Children to Learn about the World by Elena Nitecki, Mercy College, Dobbs Ferry, New York, USA and Mi-Hyun Chung, Mercy College, Dobbs Ferry, New York, USA - Defining Nature-Based Preschools by Rachel Larimore, Michigan State University, USA - Outdoor explorations with pre-schoolers: An observational study of young children's developing relationship with the natural world by Cara McClain, The University of Tennessee Knoxville, USA and Maureen Vandermaas-Peeler, Elon University, USA - "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden by Carley Fisher-Maltese, George Mason University, USA - Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms by Christine Kiewra, Dimensions Educational Research Foundation, USA and Ellen Veselack, Child Educational Center, La Ca?ada, USA
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