Antal, M., & Drews, S. (2014). Nature as relationship partner: An old frame revisited. Environmental Education Research, 21, 1–23. Advance online publication. doi:10.1080/13504622.2014.971715
Arlemalm-Hagser, E. (2013). Respect for nature: A prescription for developing environmental awareness in preschool. Centre for Educational Policy Studies Journal, 3, 25–44.
Chawla, L., & Derr, V. (2012). The development of conservation behaviours in childhood and youth. In Clayton, S.D. (Ed.) The Oxford handbook of environmental and conservation psychology (pp. 527–555). New York: Oxford University Press.
Davis, J. (2014). Examining early childhood education through the lens of education for sustainability: Revisioning rights. In Davis, J. & Elliott, S. (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 21–37). London: Routledge.
Davis, J., & Arlemalm-Hagser, E. (2014). Examining the rhetoric: A comparison of how sustainability and young children's participation and agency are framed in Australian and Swedish early childhood education curricula. Contemporary Issues in Early Childhood, 15, 231–244.
Davis, J., & Elliott, S. (2014). Research in early childhood education for sustainability: International perspectives and provocations. London: Routledge.
Department of Education, Employment & Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia: Author.
Dickinson, E. (2013). The misdiagnosis: Rethinking ‘nature deficit disorder’. Environmental Communication. doi:10.1080/17524032.2013.802704
Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education? International Journal of Early Childhood, 45, 327–346.
Elliott, S. (2012). Sustainable outdoor playspaces in early childhood centres: Investigating perceptions, facilitating change and generating theory (Unpublished PhD thesis). University of New England, Armidale, Australia.
Elliott, S., & Chancellor, B. (2014). From forest preschool to bush kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39, 45–53.
Elliott, S., & Davis, J. (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood,41, 65–77.
Hägglund, S., & Johansson, E.M. (2014). Belonging, value conflicts and children's rights in learning for sustainability in early childhood. In Davis, J. & Elliott, S. (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 38–48). London: Routledge.
Haraway, D. (2008). When species meet. Minneapolis, MN: University of Minnesota Press.
Hedefalk, M., Almqvist, J., & Östman, L. (2014). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21, 975–990. doi:10.1080/13504622.2014.971716.
Kellert, S.R. (2012). Birthright: People and nature in the modern world. New Haven, CT: Yale University Press.
Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17, 463–474.
Knight, S. (2013). International perspectives on forest school: Natural places to play and learn. London: Sage Publications.
Latour, B. (2004). The politics of nature: How to bring the sciences into democracy. Cambridge, MA: Harvard University Press.
Lassoe, J., & Krasny, M.E. (2013). Participation in environmental education. In Krasny, M.E. & Dillon, J. (Eds.), Trading zones in environmental education: Creating transdisciplinary dialogue (pp. 11–44). New York: Peter Lang.
Louv, R. (2005). The last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books.
Moore, R.C., & Marcus, C. (2008). Healthy planet, healthy children: Designing nature into the daily spaces of childhood. In Kellert, S.R., Heerwagen, J. & Mador, M. (Eds.), Biophilic design: The theory, science and practice of bringing buildings to life (pp. 153–203). Hoboken, NJ: Wiley.
Planet Ark. (2011). Climbing trees: Getting Aussie kids back outdoors. Sydney, Australia: Planet Ark.
Plumwood, V. (1993). Feminism and the mastery of nature. London: Routledge.
Plumwood, V. (2003). Feminism and the mastery of nature (2nd ed.). New York: Routledge.
Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education. Great Barrington, MA: The Orion Society.
Taylor, A. (2013). Reconfiguring the natures of childhood. London: Routledge.
Tsing, A. (2005). Friction: An ethnography of global connection. Princeton, NJ: Princeton University Press.
Townsend, M., & Weerasuriya, R. (2010). Beyond blue to green: The benefits of contact with nature for mental health and well-being. Melbourne, Australia: Beyond Blue Limited.
Young, T., & Elliott, S. (2014). Ways of thinking, acting and relating about sustainability. Canberra, Australia: Early Childhood Australia.
Young, T. (2015). Can we see past what we imagine in early childhood education? EINGANA Journal of the Victorian Association for Environmental Education, 38, 17–21.