Sources

"Hometown"

  • Barker, J. (2009). ‘Driven to Distraction?’: Children’s Experiences of Car Travel. Mobilities, 4(1), 59–76. https://doi.org/10.1080/17450100802657962
  • Elmi, B., Bartoli, E., Fioretti, C., Pascuzzi, D., Ciucci, E., Tassi, F., & Smorti, A. (2020). Children’s representation about travel: A comparison between what children remember and what children desire. Tourism Management Perspectives, 33, 100580. https://doi.org/10.1016/j.tmp.2019.100580

"The Quarantine Zone"

  • Clemens, J. (2007). Signs of Neglect: Play in a Relict Landscape [Master’s thesis, Lincoln University]. https://dissertation.com/abstract/1312677
  • Edensor, T. (2005). Industrial Ruins: Space, Aesthetics and: Space, Aesthetics and Materiality. Berg.
  • Edensor, T. (2007). Sensing the Ruin. The Senses and Society, 2(2), 217–232. https://doi.org/10.2752/174589307X203100
  • Moore, R. C. (1986). Childhood’s Domain: Play and Place in Child Development. Croom Helm.

"The Outskirts"

"Bill's Town"

  • Armstrong, G. P., Maitland, C., Lester, L., Trost, S. G., Trapp, G., Boruff, B., Al Marzooqi, M. K., & Christian, H. E. (2019). Associations between the home yard and preschoolers’ outdoor play and physical activity. Public Health Research & Practice, 29(1), 2911907. https://doi.org/10.17061/phrp2911907
  • Frost, J. L., & Campbell, S. D. (1985). Equipment Choices of Primary-Age Children on Conventional and Creative Playgrounds. In J. L. Frost & S. Sunderlin (Eds.), When Children Play: Proceedings of the International Conference on Play and Play Environments (pp. 89–101). Association for Childhood Education International.
  • Gramza, A. F., Corush, J., & Ellis, M. J. (1972). Children’s Play on Trestles Differing in Complexity: A Study of Play Equipment Design. Journal of Leisure Research, 4(4), 303–311. https://doi.org/10.1080/00222216.1972.11970095
  • Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 36–63.
  • Moss, K. M., Dobson, A. J., Edwards, K. L., Hesketh, K. D., Chang, Y.-T., & Mishra, G. D. (2019). Not All Play Equipment Is Created Equal: Associations Between Equipment at Home and Children’s Physical Activity. Journal of Physical Activity and Health, 16(11), 945–951. https://doi.org/10.1123/jpah.2019-0075
  • Naylor, H. (1985). Outdoor Play and Play Equipment. Early Child Development and Care, 19, 109–130.
  • The Hills Hoist. (n.d.). National Library of Australia. Retrieved https://webarchive.nla.gov.au/awa/20060820072315/http://nationaltreasures.nla.gov.au/index/Treasures/item/nla.int-ex8-s25

"Pittsburgh"

  • Brenner, R. A., Taneja, G. S., Haynie, D. L., Trumble, A. C., Qian, C., Klinger, R. M., & Klebanoff, M. A. (2009). Association Between Swimming Lessons and Drowning in Childhood: A Case-Control Study. Archives of Pediatrics & Adolescent Medicine, 163(3), 203–210. https://doi.org/10.1001/archpediatrics.2008.563
  • Huang, S. (2026). Blue health among children, adolescents, and youth psychological well-being: A systematic review of swimming and aquatic therapy for mental health. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1732568
  • Kids Health Info: Water safety. (2025, July). Royal Children’s Hospital Melbourne. https://www.rch.org.au/kidsinfo/fact_sheets/water_safety/
  • Leo, I., Leone, S., Dicataldo, R., Vivenzio, C., Cavallin, N., Taglioni, C., & Roch, M. (2022). A Non-Randomized Pilot Study on the Benefits of Baby Swimming on Motor Development. International Journal of Environmental Research and Public Health, 19(15), 9262. https://doi.org/10.3390/ijerph19159262
  • Mancheno, D. B. (2024). Swimming in children: Benefits for early aquatic development. MENTOR Revista de Investigación Educativa y Deportiva, 3(8), 700–718. https://doi.org/10.56200/mried.v3i8.7640
  • Nissim, M., Ram-Tsur, R., Zion, M., Mevarech, Z., & Ben-Soussan, T. D. (2014). Effects of Aquatic Motor Activities on Early Childhood Cognitive and Motor Development. Open Journal of Social Sciences, 2(12), 24–39. https://doi.org/10.4236/jss.2014.212005
  • Royal Life Saving Society – Australia. (2022, January 18). When is the right time for children to learn to swim? https://doi.org/10.62977/59277
  • Royal Life Saving Society – Australia. (2023, November 8). Warning issued—Drowning risk triples when children turn one. https://doi.org/10.62977/78728
  • Santos, C., Burnay, C., Button, C., & Cordovil, R. (2023). Effects of Exposure to Formal Aquatic Activities on Babies Younger Than 36 Months: A Systematic Review. International Journal of Environmental Research and Public Health, 20(8), 5610. https://doi.org/10.3390/ijerph20085610
  • Swimming and water safety for young children. (2003). Paediatrics & Child Health, 8(2), 117. https://doi.org/10.1093/pch/8.2.117

"The Suburbs"

"Tommy's Dam"

  • Bacon, K. (2018). Children’s Use and Control of Bedroom Space. In Families, Intergenerationality, and Peer Group Relations (pp. 85–105). Springer, Singapore. https://doi.org/10.1007/978-981-287-026-1_8
  • Dinka, I. (2014). Does the children’s room really belong to me? A discussion about independence of a child in the private space of a children’s room. Strenæ. Recherches Sur Les Livres et Objets Culturels de l’enfance, (7). https://doi.org/10.4000/strenae.1162
  • Gomes da Silva, F., de Paula, D. D., Alves, L. M., & Santos, J. N. (n.d.). Benefits of horseback riding for neurotypical children and adolescents: A scoping review. CoDAS, 37(3), e20240083. https://doi.org/10.1590/2317-1782/e20240083en
  • Graham, L., & Lindsey, A. (2017). Horses Helping Children Grow. Journal of Instructional Pedagogies. https://vc.bridgew.edu/couns_ed_fac/29
  • Ho, N. F., Zhou, J., Fung, D. S. S., & Kua, P. H. J. (2017). Equine-assisted learning in youths at-risk for school or social failure. Cogent Education, 4(1), 1334430. https://doi.org/10.1080/2331186X.2017.1334430
  • Moroney, S. (2019). Rooms of Their Own: Child Experts, House Design, and the Rise of the Child’s Private Bedroom. Journal of Family History, 44(2), 119–144. https://doi.org/10.1177/0363199019827235
  • Palludan, C., & Winther, I. W. (2017). ‘Having my own room would be really cool’: Children’s rooms as the social and material organizing of siblings. Journal of Material Culture, 22(1), 34–50. https://doi.org/10.1177/1359183516662675
  • Saggers, B., & Strachan, J. (2016). Horsing around: Using equine facilitated learning to support the development of social-emotional competence of students at risk of school failure. Child & Youth Services, 37(3), 231–252. https://doi.org/10.1080/0145935X.2015.1072045
  • Stoppard, L., & Donaldson, J. (2024). Evaluation of equine assisted learning in education for primary school children: A qualitative study of the perspectives of teachers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1275280
  • Wolfe, M. (1978). Childhood and Privacy. In I. Altman & J. F. Wohlwill (Eds.), Children and the Environment (pp. 175–222). Springer US. https://doi.org/10.1007/978-1-4684-3405-7_6
  • Yalçın, M., Yıldırım, K., & Bozdayı, A. M. (2015). Developmental Implications of Children Bedroom in the Interior Environment and Implementations of Adults Preferences. Megaron / Yildiz Technical University, Faculty of Architecture E-Journal, 10(3), 305–316. https://doi.org/10.5505/MEGARON.2015.55798

"The University"

"Lakeside Resort"

  • Bartnæs, P., & Myrstad, A. (2022). Knowing-with-snow in an outdoor kindergarten. Journal for Research in Arts and Sports Education, 6(1). https://doi.org/10.23865/jased.v6.3012
  • Coe, H. A. (2017). Embracing risk in the Canadian woodlands: Four children’s risky play and risk-taking experiences in a Canadian Forest Kindergarten. Journal of Early Childhood Research, 15(4), 374–388. https://doi.org/10.1177/1476718X15614042
  • Johnson, E. K. (2025). Outdoor Learning in Cold Weather: A Study of Nature Preschools’ Policies, Practices and Procedures [Master’s thesis, University of Minnesota Duluth]. https://hdl.handle.net/11299/277440
  • Kaplan, D. (2023). Snow-child interactions during the winter season in a temperate zone: Czech Republic. Wellbeing, Space and Society, 5, 100166. https://doi.org/10.1016/j.wss.2023.100166
  • Kusumawati, D. K. (2023). Efforts To Develop Hide And Seek Games On Early Childhood Social-Emotional Skills. International Conference of Humanities and Social Science (Ichss), 630–632.
  • Manni, A., Annerbäck, J., Löfgren, H., & Mårtensson, F. (2026). Encounters with ice and snow in preschool outdoor practices – and the becoming of (un)sustainability values. Journal of Adventure Education and Outdoor Learning, 26(1), 49–64. https://doi.org/10.1080/14729679.2024.2422412
  • Myrstad, A., Hackett, A., & Bartnæs, P. (2022). Lines in the snow; minor paths in the search for early childhood education for planetary wellbeing. Global Studies of Childhood, 12(4), 321–333. https://doi.org/10.1177/2043610620983590
  • Peskin, J., & Ardino, V. (2003). Representing the Mental World in Children’s Social Behavior: Playing Hide-and-Seek and Keeping a Secret. Social Development, 12(4), 496–512. https://doi.org/10.1111/1467-9507.00245
  • Sanderud, J. R., Gurholt, K. P., & Moe, V. F. (2020). ‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice. Sport, Education and Society, 25(8), 960–971. https://doi.org/10.1080/13573322.2019.1678124
  • Tang, L. (2024). Exploring the Challenges and Opportunities of Winter Nature Education in Kindergartens [Bachelor’s thesis, Laurea University of Applied Sciences]. http://www.theseus.fi/handle/10024/865434
  • Ylvisåker, E., Nilsen, A. K. O., Johannessen, K., & Aadland, E. (2022). The role of weather conditions on time spent outdoors and in moderate-to-vigorous physical activity among Norwegian preschoolers. Journal of Sports Sciences, 40(1), 73–80. https://doi.org/10.1080/02640414.2021.1976490

"Bus Depot"

  • Born, P. (2018). Regarding Animals: A Perspective on the Importance of Animals in Early Childhood Environmental Education. International Journal of Early Childhood Environmental Education, 5(2), 46–57.
  • Brelsford, V. L., Meints, K., Gee, N. R., & Pfeffer, K. (2017). Animal-Assisted Interventions in the Classroom—A Systematic Review. International Journal of Environmental Research and Public Health, 14(7), 669. https://doi.org/10.3390/ijerph14070669
  • Martin, S. (n.d.). Connecting With Our Audience. The Animal Behavior Management Alliance 2015 Annual Conference, 17–22. Retrieved https://www.theabma.org/images/userfiles/files/2015%20ABMA%20Proceedings.pdf
  • Myers, G. (2007). The Significance of Children and Animals: Social Development and Our Connections to Other Species (2nd, rev. ed ed.). Purdue University Press.
  • Myers, O. E., Saunders, C. D., & Garrett, E. (2004). What do children think animals need? Developmental trends. Environmental Education Research, 10(4), 545–562. https://doi.org/10.1080/1350462042000291056
  • The Art of The Last of Us. (2013). Dark Horse Books.
  • Tipper, B. (2011). ‘A dog who I know quite well’: Everyday relationships between children and animals. Children’s Geographies, 9(2), 145–165. https://doi.org/10.1080/14733285.2011.562378
  • Walsh, F. (2009). Human-animal bonds I: The relational significance of companion animals. Family Process, 48(4), 462–480. https://doi.org/10.1111/j.1545-5300.2009.01296.x
  • Young, A., Khalil, K. A., & Wharton, J. (2018). Empathy for Animals: A Review of the Existing Literature. Curator: The Museum Journal, 61(2), 327–343. https://doi.org/10.1111/cura.12257

"The Firefly Lab"

  • Bennett, S., Shafran, R., Coughtrey, A., Walker, S., & Heyman, I. (2015). Psychological interventions for mental health disorders in children with chronic physical illness: A systematic review. Archives of Disease in Childhood, 100(4), 308–316. https://doi.org/10.1136/archdischild-2014-307474
  • Boztepe, H., Çınar, S., & Ay, A. (2017). School-age children’s perception of the hospital experience. Journal of Child Health Care, 21(2), 162–170. https://doi.org/10.1177/1367493517690454
  • Clarke, S. (2019). Children’s experiences of staying in hospital from the perspectives of children and children’s nurses: A narrative review. Nursing and Health Care, 4(1), 62–70.
  • Coyne, I. (2006). Children’s experiences of hospitalization. Journal of Child Health Care: For Professionals Working with Children in the Hospital and Community, 10(4), 326–336. https://doi.org/10.1177/1367493506067884
  • Delvecchio, E., Salcuni, S., Lis, A., Germani, A., & Di Riso, D. (2019). Hospitalized Children: Anxiety, Coping Strategies, and Pretend Play. Frontiers in Public Health, 7. https://doi.org/10.3389/fpubh.2019.00250
  • Demirbağ, S., & Ergin, D. (2024). ‘A voice of children: I would like a hospital just for children’ - Children’s perspectives on hospitalization: A phenomenological study. Journal of Pediatric Nursing, 77, e125–e131. https://doi.org/10.1016/j.pedn.2024.03.040
  • Lerwick, J. L. (2016). Minimizing pediatric healthcare-induced anxiety and trauma. World Journal of Clinical Pediatrics, 5(2), 143–150. https://doi.org/10.5409/wjcp.v5.i2.143
  • Meentken, M. G., van der Ende, J., del Canho, R., van Beynum, I. M., Aendekerk, E. W. C., Legerstee, J. S., Lindauer, R. J. L., Hillegers, M. H. J., Helbing, W. A., Moll, H. A., & Utens, E. M. W. J. (2021). Psychological outcomes after pediatric hospitalization: The role of trauma type. Children’s Health Care, 50(3), 278–292. https://doi.org/10.1080/02739615.2021.1890077

"Jackson"

  • Adams, S., & Savahl, S. (2017). Nature as children’s space: A systematic review. The Journal of Environmental Education, 48(5), 291–321. https://doi.org/10.1080/00958964.2017.1366160
  • Kiviranta, L., Lindfors, E., Rönkkö, M.-L., & Luukka, E. (2024). Outdoor learning in early childhood education: Exploring benefits and challenges. Educational Research, 66(1), 102–119. https://doi.org/10.1080/00131881.2023.2285762
  • Liu, J., & Green, R. J. (2023). The effect of exposure to nature on children’s psychological well-being: A systematic review of the literature. Urban Forestry & Urban Greening, 81, 127846. https://doi.org/10.1016/j.ufug.2023.127846
  • Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children’s Learning and Development. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.877058
  • Naylor, H. (1985). Outdoor Play and Play Equipment. Early Child Development and Care, 19, 109–130.
  • Vanaken, G.-J., & Danckaerts, M. (2018). Impact of Green Space Exposure on Children’s and Adolescents’ Mental Health: A Systematic Review. International Journal of Environmental Research and Public Health, 15(12), 2668. https://doi.org/10.3390/ijerph15122668