Nature-Based Learning: Early Years Education Benefits

Key Takeaways

• Natural Development Foundations: Nature-based learning supports holistic child development across cognitive, social-emotional, and physical domains.
• Evidence-Backed Approach: Research consistently shows nature-based educational settings improve executive function, attention, self-regulation, physical health, and nature connection.
• Multiple Implementation Models: Nature-based learning exists on a spectrum from fully immersive forest schools to nature preschools, garden-based programs, and modified urban approaches.

What is Nature-Based Learning? Key Concepts and Definitions

What if the answer to improving children’s cognitive development, emotional regulation, and physical health wasn’t found in advanced technology or specialized curricula, but in something as simple as mud, trees, and open sky? The growing body of psychological research on nature-based learning suggests exactly that.

Nature-based learning (NBL) refers to an educational approach that intentionally uses natural environments and elements as the primary context for learning and development. Unlike traditional classroom-based education, NBL places children in direct contact with nature, creating opportunities for experiential learning through exploration, play, and discovery in outdoor settings.

Key Elements of Nature-Based Learning

At its core, nature-based learning encompasses several distinctive features that differentiate it from conventional educational approaches:

• Natural Settings: Learning takes place primarily outdoors in natural environments such as forests, beaches, gardens, or parks, though it can also incorporate natural elements into built environments.
• Child-Directed Exploration: Children have substantial freedom to explore at their own pace and follow their interests, with educators serving more as guides than instructors.
• Holistic Development Focus: Rather than emphasizing academic skills alone, NBL aims to support physical, cognitive, social-emotional, and spiritual development simultaneously.
• Sensory Engagement: Multi-sensory experiences in diverse natural environments stimulate neural connections and provide rich learning contexts.
• Risk-Taking Opportunities: Calculated risks (like climbing trees or crossing streams) are embraced as essential for developing confidence, resilience, and risk assessment skills.

Nature-based learning exists on a spectrum of approaches, from fully immersive forest schools where children spend nearly all their time outdoors regardless of weather, to more moderate programs that incorporate regular outdoor experiences into otherwise conventional curricula. According to recent research, NBL programs have increased dramatically, with nearly 600 nature preschools now operating in the United States alone, compared to just two dozen in 2012 (Ardoin & Bowers, 2020).

Distinguishing Nature-Based Learning from Related Concepts

Early childhood educators should understand how NBL relates to similar but distinct concepts:

Understanding these distinctions is particularly important for early childhood practitioners examining how different environmental contexts influence developmental processes. Research increasingly recognizes that the physical environment in which learning occurs significantly impacts cognitive, social, and emotional development patterns (Johnstone et al., 2022).

Nature-based learning draws on multiple theoretical frameworks, including Piaget’s constructivism, Vygotsky’s sociocultural theory, and Gibson’s ecological approach to perception. What unifies these perspectives within NBL is the recognition that direct interaction with diverse, complex natural environments provides optimal conditions for the developing mind to construct meaning, build relationships, and develop adaptive skills.

The Origins Story: How Nature-Based Learning Evolved

Nature-based learning didn’t emerge overnight but developed through a fascinating historical journey spanning multiple cultures and centuries. Understanding this evolution provides valuable context for early childhood educators interested in implementing these approaches.

The philosophical roots of nature-based learning can be traced back to Jean-Jacques Rousseau’s revolutionary work “Emile, or On Education” (1762), which first proposed that children should learn directly from nature rather than books. Rousseau challenged the prevailing view that children were born with original sin, instead arguing they possessed an inherent goodness that would flourish through natural experiences (Crain, 2015).

This foundation was built upon by educational pioneers like Friedrich Froebel, who established the first kindergarten (“children’s garden”) in 1837. Froebel’s approach emphasized outdoor play, gardening, and natural materials as essential components of early childhood education. His innovative “gifts and occupations”—manipulative learning materials often derived from natural elements—represented one of the first systematic attempts to connect child development with natural experiences (Joyce, 2012).

From Philosophy to Practice: The Scandinavian Influence

The modern nature-based learning movement owes much to Scandinavian educational innovations of the mid-20th century. The first documented forest school (Skovbørnehave) emerged in Denmark in the 1950s when Ella Flautau gathered children in her neighborhood for regular forest excursions. What began as informal outdoor gatherings evolved into an established educational approach by the 1980s (Knight, 2013).

The Danish concept of “friluftsliv” (free air life) played a crucial role in shaping these educational approaches. This cultural philosophy values regular outdoor experiences as essential for human well-being and connection to the natural world. Unlike the Western tendency to view nature as something to be conquered, friluftsliv encourages harmonious coexistence with natural environments (Gelter, 2000).

Global Expansion and Diversification

The nature-based approach spread beyond Scandinavia in the 1990s when a group of nursery workers from Bridgwater College in Somerset, England, visited Denmark to observe their forest kindergartens. Inspired by what they witnessed, they established the first UK forest school in 1993, adapting the Danish model to fit British educational contexts and safety regulations (Knight, 2018).

Since then, nature-based learning has diversified into multiple approaches:

This diversity reflects how nature-based approaches adapt to cultural contexts while maintaining core principles. Examining these cultural variations can provide rich material for understanding different educational values (Sobel, 2014).

Modern Recognition and Integration

The 21st century has witnessed increasing scientific validation and institutional recognition of nature-based learning. Key milestones include:

• 2006: The UK’s Learning Outside the Classroom Manifesto formally endorsed outdoor learning as valuable educational practice
• 2012: Establishment of the Forest School Association in the UK as a professional body
• 2014: The Natural Start Alliance began tracking the rapid growth of nature preschools in the US
• 2020: Surge in interest during the COVID-19 pandemic when outdoor settings offered safer learning environments

This historical trajectory demonstrates how educational approaches often exist at the margins before gaining mainstream acceptance as scientific research validates their benefits.

Psychological Theories Behind Nature-Based Approaches

Nature-based learning doesn’t exist in a theoretical vacuum—it’s supported by several well-established psychological frameworks that help explain its effectiveness. For early childhood practitioners, connecting nature-based practices to these foundational theories provides a deeper understanding of why this approach works.

Constructivist Learning Theory

Jean Piaget’s constructivist theory aligns closely with nature-based learning principles. Piaget proposed that children actively construct knowledge through direct experience with their environment, a process he called “adaptation” involving assimilation and accommodation (Piaget, 1952). Nature-based settings provide precisely the rich, multi-sensory environments that facilitate this knowledge construction:

• Complex and variable stimuli: Natural environments present endless variations (unlike manufactured toys with limited properties)
• Novel challenges: Changing weather and seasonal conditions constantly present new problems to solve
• Concrete experiences: Abstract concepts like volume, weight, and cause-effect relationships become tangible through natural materials

As children manipulate natural objects, observe changes, and test hypotheses about their surroundings, they develop increasingly sophisticated mental schemas—exactly the process Piaget described as essential for cognitive development. Read our in-depth article on Jean Piaget here.

Vygotsky’s Sociocultural Theory

Lev Vygotsky’s emphasis on social interaction and cultural context in learning also supports nature-based approaches. His concept of the “zone of proximal development” (ZPD)—the gap between what a learner can do independently versus with guidance—finds natural expression in outdoor settings where:

• Peers of different ages often collaborate on discoveries and projects
• Mixed-age groups allow for modeling and scaffolding opportunities
• Educators can provide just-in-time guidance rather than prescribed instruction
• Cultural tools and symbols related to nature can be incorporated into learning

Nature-based programs typically feature less rigid adult direction, creating spaces where children negotiate meaning through social interaction—directly applying Vygotsky’s principles (Waller et al., 2017). Read our in-depth article on Lev Vygotsky here.

Attention Restoration Theory

Attention Restoration Theory (ART) provides compelling explanations for nature-based learning benefits. Developed by Kaplan and Kaplan (1989), ART proposes that natural environments support cognitive functioning by allowing directed attention to recover from fatigue.

According to ART, nature provides four restorative qualities:

1. Being away: Psychological distance from mental strain
2. Fascination: Effortless attention capture by interesting stimuli
3. Extent: Rich, coherent environment that engages the mind
4. Compatibility: Alignment with human inclinations and purposes

Multiple studies have demonstrated improved attention and reduced symptoms of attention deficit disorders following exposure to natural settings, supporting this theoretical framework (Kuo & Faber Taylor, 2004).

Biophilia Hypothesis

E.O. Wilson’s biophilia hypothesis suggests humans possess an innate tendency to seek connections with nature and other forms of life. From an evolutionary perspective, humans developed in natural environments, and our cognitive, emotional, and physical systems are adapted to function optimally in such settings (Wilson, 1984).

This theoretical perspective helps explain why children often demonstrate:

• Intense fascination with animals and plant life
• Comfort and reduced stress in natural settings
• Intuitive understanding of natural patterns and systems

Research Spotlight: Evidence of Developmental Benefits

Understanding the empirical evidence behind nature-based learning is crucial for early childhood educators evaluating its validity and potential implementation. This section explores key research findings across different developmental domains.

Cognitive Development Benefits

Multiple controlled studies show nature-based learning positively impacts various cognitive functions. A systematic review by Ardoin and Bowers (2020) analyzed studies worldwide and found strong evidence for cognitive benefits, particularly in:

• Enhanced executive function (working memory, inhibitory control, cognitive flexibility)
• Improved observation skills and scientific reasoning
• Advanced language development and communication abilities
• Stronger problem-solving capabilities in novel situations

One compelling study compared executive function skills between children in nature-based programs and traditional preschools using standardized measures. The nature preschool children demonstrated growth in executive function that exceeded developmental norms, showing the approach supports this foundational cognitive skill set (Zamzow & Ernst, 2020).

Perhaps even more striking, a longitudinal study in Norway found that time spent outdoors in early childhood was associated with improved concentration and short-term memory years later, suggesting long-term cognitive benefits of nature exposure during sensitive developmental periods (Ulset et al., 2017).

Social-Emotional Development

The evidence for social-emotional benefits is particularly robust, with multiple studies showing nature-based learning environments foster:

• Enhanced self-regulation and emotional control
• Increased confidence and self-esteem
• Stronger peer relationships and collaboration skills
• Greater resilience when facing challenges

A comprehensive mixed-methods systematic review examining 36 studies from 12 countries found consistent positive links between nature-based early childhood education and improvements in self-regulation, play interaction, and social development (Johnstone et al., 2022). The researchers identified several potential mechanisms, including:

• More diverse play opportunities encouraging complex social negotiations
• Natural challenges requiring emotional regulation
• Less adult interference allowing authentic conflict resolution
• Shared risk-taking fostering trust and cooperation

Physical Development and Health

The physical benefits of nature-based learning extend far beyond general fitness. Research indicates children in these programs show:

• Better gross and fine motor skill development
• Advanced coordination and balance
• Healthier body composition and reduced obesity risk
• Improved immune function and reduced illness absence

Comparing indoor and outdoor play, researchers found outdoor natural settings elicited 2-3 times more physical activity than indoor environments. Moreover, the movement in natural settings tends to be more varied—climbing, balancing, lifting, carrying—developing diverse muscle groups and movement patterns (Fjørtoft, 2001).

Relationship with Nature and Environmental Attitudes

Beyond developmental benefits, nature-based learning fosters environmental consciousness. Research shows that childhood nature experiences are the single strongest predictor of pro-environmental attitudes and behaviors in adulthood (Chawla, 2015). Studies demonstrate these programs effectively develop:

• Strong nature connectedness and biophilia
• Environmental awareness and knowledge
• Conservation attitudes and behaviors
• Sense of responsibility toward natural systems

This emotional connection to nature appears to be more predictive of later environmental stewardship than knowledge-based environmental education alone—an important distinction for practitioners implementing environmental education (Otto & Pensini, 2017).

Methodological Considerations

While the evidence is promising, early childhood educators should note several methodological challenges in this research:

• Self-selection bias (families choosing nature programs may differ in important ways)
• Difficulty isolating the “active ingredient” (is it nature exposure, teaching approach, or something else?)
• Limited long-term follow-up studies tracking outcomes into adolescence and adulthood
• Variation in program implementation making direct comparisons difficult

These limitations don’t invalidate the benefits but highlight the need for more rigorous research designs in future studies.

Beyond Forest Schools: Types of Nature-Based Programs

Nature-based learning encompasses diverse approaches adapted to different environments, cultural contexts, and educational philosophies. Understanding this variety allows early childhood practitioners to find approaches that fit their specific settings and resources.

Forest Schools and Forest Kindergartens

The forest school model, originating in Scandinavia, represents perhaps the most immersive approach to nature-based learning. Key characteristics include:

• Regular (usually weekly) sessions over an extended period (minimum 6 weeks, often years)
• Woodland setting with minimal built infrastructure
• Child-initiated learning with adult support rather than direction
• Emphasis on appropriate risk-taking and tool use
• All-weather approach (“There’s no bad weather, only bad clothing”)

In the UK context, forest schools typically follow a developmental progression through six principles established by the Forest School Association, including qualified leadership, regular sessions, learner-centered processes, and opportunities for supported risk-taking (Knight, 2018).

Forest kindergartens (Waldkindergartens) in Germany represent an even more immersive approach, with children spending nearly all their time outdoors regardless of weather conditions. These programs operate with minimal indoor facilities—often just a shelter or warming hut for extreme conditions.

Nature Preschools and Kindergartens

Nature preschools and kindergartens integrate environmental education with traditional early childhood education approaches. These programs:

• Usually operate on a daily schedule like conventional preschools
• Maintain dedicated indoor and outdoor spaces
• Follow a curriculum that incorporates natural elements but may include more structured learning activities
• Often serve as a bridge between conventional and fully immersive nature-based approaches

According to the Natural Start Alliance, the number of licensed nature preschools in the US has grown from approximately 20 in 2012 to nearly 600 in 2023, indicating the rapid mainstreaming of this approach (North American Association for Environmental Education, 2023).

Garden-Based Learning Programs

Garden-based learning focuses on agricultural and horticultural experiences as contexts for academic and developmental growth. These programs:

• Center on planting, tending, and harvesting activities
• Connect children directly to food systems and nutrition
• Often integrate traditional academic subjects through garden contexts
• Can be implemented in almost any setting, including urban environments

Research shows garden-based programs effectively promote scientific attitudes, nature connection, and healthy eating habits. A study found preschoolers participating in a garden project made significantly higher gains in scientific attitudes and nature-friendly attitudes than peers in conventional programs (Kim et al., 2020).

Beach/Coastal Schools

Coastal or beach schools adapt nature-based principles to marine environments, offering unique learning opportunities through:

• Exploration of tidal ecosystems and marine biology
• Understanding of water safety and coastal processes
• Sensory experiences with sand, water, and shoreline materials
• Changing environments that teach adaptation and observation skills

Urban Nature Programs

Particularly relevant for practitioners in urban settings, urban nature programs demonstrate how nature-based principles can be adapted for densely populated areas with limited green space. These innovative approaches include:

• Converting small urban spaces into natural playgrounds
• Regular visits to urban parks and green spaces
• “Greening” of conventional playgrounds with natural elements
• Mobile nature programs that bring natural materials to urban schools

These adaptations are crucial for ensuring nature-based learning doesn’t become a privilege only available to rural or affluent communities, an important social justice consideration when evaluating educational approaches.

Making It Work: Implementation Challenges and Solutions

For early childhood practitioners considering nature-based learning implementation, understanding practical challenges and solutions is essential for successful adaptation.

Safety Concerns and Risk Management

Perhaps the most common barrier to nature-based learning implementation is safety concerns from parents, administrators, and policymakers. Research shows these programs actually have comparable or lower injury rates than conventional playgrounds when properly managed (Brussoni et al., 2015).

Successful programs address safety through:

• Risk-benefit assessment rather than risk elimination
• Clear policies and procedures for different weather conditions
• Staff training in wilderness first aid and emergency response
• Gradual introduction of tools and higher-risk activities
• Regular site checks and hazard identification

The concept of “risky play” is central to nature-based learning philosophy. This controlled exposure to appropriate risk helps children develop:

• Risk assessment abilities
• Physical capabilities to manage hazards
• Confidence in their judgment
• Resilience when facing challenges

Weather and Environmental Conditions

Nature-based programs, particularly those following the “all-weather” approach, must develop strategies for maintaining engagement and safety across diverse weather conditions. Successful approaches include:

• Appropriate clothing requirements (waterproofs, layering systems)
• Sheltered areas for extreme conditions
• Seasonal curriculum adaptations
• Education about weather safety and awareness
• Celebration of weather diversity as learning opportunity

Research from Scandinavian countries demonstrates children can thrive outdoors even in extreme cold when properly dressed and acclimated (Sandseter & Lysklett, 2017). The Finnish saying “There is no bad weather, only bad clothing” encapsulates this philosophy.

Educator Training and Qualifications

Effective nature-based education requires specialized knowledge and skills beyond traditional teacher preparation. Implementation challenges include:

• Limited teacher training programs specific to nature-based approaches
• Need for cross-disciplinary knowledge (education, ecology, risk management)
• Resistance from educators uncomfortable in outdoor settings
• Regulatory requirements that may not recognize alternative qualifications

In response, several specialized certification pathways have emerged:

Balancing Academic Expectations and Nature-Based Approaches

One significant implementation challenge is reconciling nature-based learning with standardized curriculum requirements and academic expectations. Successful programs address this through:

• Demonstrating how nature-based approaches meet existing educational standards
• Documenting learning through observation, portfolios, and authentic assessment
• Integrating core academic content into nature-based experiences
• Communicating research on cognitive benefits to stakeholders

Equity and Accessibility Considerations

Equitable access to nature-based learning presents significant implementation challenges:

• Unequal access to natural spaces in different communities
• Cost barriers (specialized clothing, transportation to natural areas)
• Cultural differences in comfort with outdoor environments
• Accommodations needed for children with diverse abilities

Innovative programs address these challenges through:

• Sliding scale fees and equipment lending libraries
• Bringing nature to urban environments rather than requiring transportation
• Culturally responsive approaches that honor diverse relationships with nature
• Universal design principles for natural play spaces

Nature vs. Classroom: Comparative Educational Outcomes

When analyzing any educational approach, early childhood educators must consider how it compares to alternatives. This comparative perspective is particularly valuable when communicating with families and administrators.

Academic Achievement Comparisons

Research comparing academic outcomes between nature-based and conventional programs shows intriguing results:

• Initial studies show comparable or superior academic performance in nature-based settings despite less direct instruction time
• Particularly strong results in science proficiency and systems thinking
• Improved language development and communication skills
• Mixed results in standardized testing, possibly due to misalignment between test formats and learning approaches

A longitudinal study in Germany found students who attended forest kindergartens subsequently performed as well or better than peers from conventional kindergartens in primary school academic measures (Häfner, 2002). This challenges assumptions that early academic instruction is necessary for later success.

Social-Emotional Competence Differences

The social-emotional domain shows some of the most consistent advantages for nature-based approaches:

• Higher levels of self-regulation and emotional control
• More advanced conflict resolution skills
• Greater independence and self-direction
• Stronger peer relationships and cooperation

Several comparison studies show children from nature-based programs demonstrate more sophisticated social problem-solving strategies and emotional vocabulary than peers from conventional settings (Burgess & Ernst, 2020). These soft skills increasingly predict long-term success in educational and career contexts.

Physical Development and Health Outcomes

The physical benefits of nature-based learning compared to conventional settings are substantial:

• Significantly higher levels of physical activity (often 2-3 times more movement)
• More diverse movement patterns developing varied motor skills
• Lower rates of illness and school absence
• Better sensory integration and processing

Sobel’s research (2014) demonstrates that children in nature-based programs engage in more varied movement patterns that develop proprioception, balance, and coordination more effectively than the relatively constrained movement options in traditional playgrounds.

Long-Term Comparative Outcomes

While longitudinal research remains limited, emerging studies suggest the benefits of nature-based approaches may extend far beyond early childhood:

• Maintained nature connection into adolescence and adulthood
• Higher levels of environmental stewardship behaviors
• Continued physical activity patterns
• Potentially higher levels of creativity and problem-solving

A notable finding from follow-up studies is that children who experience nature-based education often maintain stronger environmental ethics and conservation behaviors through adolescence—a critical outcome given current environmental challenges (Chawla & Derr, 2012).

Critical Perspectives: Limitations and Ongoing Debates

To ensure a balanced understanding of nature-based learning, early childhood practitioners should consider limitations and critiques alongside benefits.

Methodological Limitations in Research

The evidence base for nature-based learning, while growing, has several methodological limitations worth examining:

• Self-selection bias: Families choosing nature-based programs may differ in important ways from comparison groups
• Small sample sizes: Many studies involve limited participants, reducing statistical power
• Confounding variables: Multiple factors beyond the nature component may influence outcomes
• Limited diversity: Research often lacks representation across socioeconomic, cultural, and ability differences
• Short-term focus: Few studies track outcomes into later childhood and adolescence

Quality implementation requires acknowledging these limitations while recognizing they don’t invalidate positive findings but rather indicate areas for methodological improvement in future studies.

Weather and Climate Constraints

The “all-weather” philosophy of many nature-based programs faces legitimate challenges in certain climates:

• Extreme cold presenting genuine safety risks in some regions
• Prolonged heat and sun exposure concerns in others
• Air quality issues during wildfire seasons or in heavily polluted urban areas
• Increasing weather unpredictability due to climate change

These challenges require thoughtful adaptation rather than abandonment of the approach, but do represent real implementation barriers in some contexts.

Economic and Access Considerations

Access disparities represent a significant critique:

• Nature-based programs often require more staff per child than conventional settings
• Specialized equipment and clothing create economic barriers
• Transportation to natural areas presents logistical challenges for some families
• Insurance and liability concerns may increase operational costs

These factors can make nature-based learning less accessible to lower-income communities—precisely those who might benefit most from increased nature access—creating potential equity concerns.

Balance with Academic Preparation

Perhaps the most persistent debate concerns balancing nature-based approaches with academic preparation:

• Potential gaps in specific academic content covered compared to conventional settings
• Questions about preparation for standardized testing environments
• Parent concerns about school readiness and transition to conventional settings
• Challenges documenting learning in ways recognized by educational systems

While research increasingly shows these concerns may be unfounded, they represent legitimate considerations for educational planning and policy.

Cultural Appropriateness and Adaptation

A thoughtful critique concerns cultural appropriation and context:

• The Scandinavian origins may not translate directly to all cultural contexts
• Different cultural relationships with nature may require adapted approaches
• Indigenous perspectives on land relationships often remain marginalized
• Urban children may have different nature relationship needs than rural children

These considerations highlight the importance of culturally responsive adaptations rather than uncritical adoption of models developed in specific cultural contexts.

Real-World Impact: Case Studies Across Different Settings

Case studies provide concrete examples of nature-based learning in action, helping practitioners understand theoretical principles in practical application. This section presents diverse examples that demonstrate the adaptability of the approach across different contexts.

Case Study 1: Scandinavian Forest Kindergartens

In Denmark and Sweden, forest kindergartens (skovbørnehave) represent some of the most established nature-based programs. The “I Ur och Skur” (Rain or Shine) schools in Sweden exemplify this approach:

Key Features:

• Children spend 80-100% of their day outdoors regardless of weather
• Minimal built infrastructure beyond a warming hut
• Strong emphasis on free play and exploration
• Extensive use of natural materials rather than manufactured toys
• Close community connections and parent involvement

Outcomes: Research on these programs shows children develop strong physical capabilities, social skills, and environmental awareness. Notably, they transition successfully to conventional schools despite the significant difference in early learning environments (Sobel, 2014).

Case Study 2: Urban Nature Preschools

The Washington Park Nature Preschool in Milwaukee, Wisconsin demonstrates how nature-based principles can be applied in urban settings:

Key Features:

• Located within a city park in a densely populated urban area
• Serves diverse population including low-income families through scholarships
• Combines indoor classroom with regular outdoor experiences
• Partners with community organizations to expand nature access
• Integrates cultural perspectives on nature from diverse communities

Outcomes: Program evaluation shows improvements in children’s physical activity levels, social development, and nature connectedness despite the urban setting. Particularly notable is increased family engagement in outdoor activities beyond school hours (Finch, 2016).

Case Study 3: Forest School Integration in Traditional Education

The Bishopswood Schools in the UK illustrate how forest school principles can be integrated into conventional educational settings:

Key Features:

• Weekly forest school sessions integrated into standard curriculum
• Dedicated forest school leaders working alongside classroom teachers
• Progressive skill development from reception through upper primary
• Documentation connecting outdoor learning to curriculum standards
• Parent education about the value of the approach

Outcomes: Longitudinal tracking shows improvements in classroom engagement, behavior, and academic performance following forest school sessions. Teachers report transfer of skills and confidence from outdoor to indoor settings (Knight, 2018).

Looking Forward: The Future of Nature-Based Learning

For early childhood practitioners examining emerging trends, understanding the future directions of nature-based learning provides valuable context for planning and implementation.

Integration with Technology

Rather than positioning nature and technology as opposed forces, innovative programs are exploring thoughtful integration:

• Mobile technology for nature documentation and citizen science
• Digital platforms for sharing observations across locations
• Augmented reality enhancing rather than replacing direct experience
• Technology as tool for extending rather than substituting nature experiences

Research on technology integration in outdoor settings shows promising results when technology serves as a “bridge” rather than a barrier to nature connection (McGlynn-Stewart et al., 2020). Canadian researchers found that when appropriately implemented, digital tools actually increased physical activity and nature engagement rather than diminishing it.

Climate Change and Environmental Education

As climate concerns intensify, nature-based learning increasingly incorporates age-appropriate environmental education:

• Developmentally appropriate discussions of environmental challenges
• Empowerment through conservation projects and stewardship
• Connection between personal experience and global systems
• Balance between environmental concern and nature optimism

Research indicates early positive nature experiences may be more effective than problem-focused environmental education in developing long-term conservation behaviors (Sobel, 2014). This “love it before you save it” approach builds the emotional foundation for later environmental commitment.

Expansion into Mainstream Education

Perhaps the most significant trend is the movement of nature-based principles from alternative to mainstream educational contexts:

• Integration of outdoor learning into conventional school curricula
• Adaptation of natural playspaces in traditional school settings
• Teacher training programs incorporating nature-based pedagogy
• Policy recognition of outdoor learning as valuable educational approach

The COVID-19 pandemic accelerated this trend as schools worldwide sought outdoor learning spaces for health reasons, exposing more educators to the benefits and possibilities of nature-based approaches.

Cross-Cultural Adaptations and Indigenous Knowledge

The future of nature-based learning increasingly incorporates diverse cultural perspectives on human-nature relationships:

• Recognition of indigenous knowledge systems about land and ecology
• Culturally specific nature connection practices
• Decolonization of nature education through multiple ways of knowing
• Community-specific adaptations reflecting local environmental contexts

These developments address previous critiques about cultural appropriation and increase the relevance of nature-based approaches across diverse communities (Cajete, 2012).

Research Directions and Evidence Base

The research agenda for nature-based learning continues to evolve with increasing methodological sophistication:

• Longitudinal studies tracking outcomes through adolescence and adulthood
• Neurological research on nature exposure and brain development
• More diverse research populations across cultural and socioeconomic contexts
• Quasi-experimental designs addressing previous methodological limitations

Policy and Systemic Change

Looking forward, nature-based advocates increasingly focus on systemic changes to support broader implementation:

• Updated licensing regulations recognizing outdoor classrooms
• Teacher certification pathways for nature-based educators
• Insurance and liability frameworks supporting appropriate risk
• Funding mechanisms for equitable access across communities

These systemic changes are essential for moving nature-based learning from alternative to mainstream educational options and ensuring equitable access across populations.

Conclusion

Nature-based learning represents a significant approach in early childhood education that reconnects children with natural environments while supporting holistic development. Throughout this article, we’ve explored how this educational philosophy has evolved from its Scandinavian origins to diverse global adaptations, supported by a growing body of psychological research.

The evidence consistently shows that nature-based learning offers substantial benefits across developmental domains. Cognitively, it enhances executive function, attention, and problem-solving skills. Socially and emotionally, it promotes self-regulation, confidence, and resilience. Physically, it develops diverse motor skills and supports overall health. Additionally, it fosters a deep connection with natural systems that may translate to environmental stewardship in adulthood.

Theoretical frameworks including constructivism, sociocultural theory, attention restoration theory, and the biophilia hypothesis provide compelling explanations for these benefits. These theoretical connections demonstrate that nature-based learning isn’t merely an alternative educational approach but one firmly grounded in established psychological principles.

Understanding nature-based learning offers valuable insights into how environmental contexts shape development, how educational approaches reflect cultural values, and how different learning environments produce varied outcomes. The critical analysis of implementation challenges, methodological limitations in research, and equity considerations demonstrates the nuanced perspective essential for effective implementation.

As nature-based principles increasingly influence mainstream education through forest school integration, natural playspace design, and outdoor learning policies, early childhood practitioners should continue monitoring this evolving field. The future directions—including technology integration, climate education adaptation, and cross-cultural applications—suggest nature-based learning will remain a significant educational approach worthy of continued research and application.

By examining nature-based learning through multiple disciplinary lenses, practitioners gain not just specific knowledge about an educational approach, but deeper insights into the fundamental relationship between humans and natural environments that shapes development across the lifespan.

Frequently Asked Questions

What Is Nature-Based Learning?

What exactly does nature-based learning involve in early childhood settings? Nature-based learning is an educational approach that uses natural environments and elements as the primary context for learning and development. It places children in direct contact with nature through regular outdoor experiences, creating opportunities for experiential learning through exploration, play, and discovery. These programs range from fully immersive forest schools to more moderate approaches that incorporate natural elements into conventional curricula, all sharing a philosophy that values nature as an essential context for holistic child development.

How Does Nature-Based Learning Benefit Child Development?

What specific developmental benefits do children gain from nature-based learning programs? Research demonstrates that nature-based learning positively impacts multiple developmental domains. Cognitive benefits include enhanced executive function, attention, creativity, and problem-solving skills. Social-emotional gains include improved self-regulation, confidence, resilience, and cooperation skills. Physical development advances through diverse movement opportunities that enhance motor skills, coordination, and overall health. Additionally, children develop stronger environmental awareness and nature connection, potentially supporting lifelong conservation attitudes and behaviors.

What’s The Difference Between Forest Schools And Nature Preschools?

How do forest schools differ from other nature-based educational approaches? Forest schools follow a specific educational philosophy originating in Scandinavia, characterized by regular sessions in woodland settings over an extended period (minimum 6 weeks, often years), child-initiated learning, appropriate risk-taking, and qualified leadership. They typically operate on a part-time basis (often weekly sessions). Nature preschools, by contrast, function more like conventional preschools with daily attendance but incorporate significant outdoor time and natural elements into their curriculum, often maintaining both indoor and outdoor learning spaces rather than being exclusively outdoors.

How Do Nature-Based Programs Handle Bad Weather?

How do outdoor learning programs operate during challenging weather conditions? Most established nature-based programs follow the philosophy that “there’s no bad weather, only inappropriate clothing.” They develop clear protocols for different weather conditions, require appropriate clothing (waterproofs, layering systems), provide sheltered areas for extreme conditions, and educate children about weather safety. Programs typically establish specific guidelines for extreme conditions (severe storms, dangerous cold, excessive heat), but otherwise view diverse weather as a valuable learning opportunity rather than a reason to stay indoors.

Do Children In Nature-Based Programs Fall Behind Academically?

Will children in nature-based programs be prepared for later academic expectations? Research comparing academic outcomes shows children from nature-based programs perform equal to or better than peers from conventional programs on subsequent academic measures, despite less direct instruction time. These children typically develop strong foundational skills in observation, problem-solving, communication, and self-regulation that support later academic learning. Studies from countries with well-established nature-based traditions show successful transitions to conventional school settings with no academic disadvantages and often several advantages in learning engagement and application.

How Can Urban Schools Implement Nature-Based Learning?

Is nature-based learning possible in urban environments with limited green space? Urban schools can successfully implement nature-based principles through several strategies: converting small spaces into natural play areas with plants, logs, and natural materials; scheduling regular visits to urban parks and green spaces; “greening” conventional playgrounds with gardens and natural elements; bringing natural materials into classrooms; and creating partnerships with community gardens, urban farms, or nature centers. Successful urban nature programs demonstrate that meaningful nature connection is possible even in densely populated areas with limited green space.

What Qualifications Do Nature-Based Educators Need?

What training and certification do educators need to lead nature-based programs? Qualifications vary by region and program type, but several established pathways exist. In the UK, the Forest School Association recognizes the Level 3 Forest School Leader qualification as the standard certification, covering woodland management, tool use, child development, and risk assessment. In the US, organizations like the Eastern Region Association of Forest and Nature Schools offer Nature-Based Teaching Certificates. Additionally, many educators combine traditional early childhood qualifications with specialized nature-based training, wilderness first aid certification, and environmental education background.

How Do Nature-Based Programs Address Safety Concerns?

How are risks managed in outdoor learning environments? Successful nature-based programs address safety through comprehensive risk-benefit assessment rather than risk elimination. This includes staff training in risk management and first aid, clear policies for different weather conditions, regular site assessments, gradual introduction of tools and challenging activities, and appropriate supervision ratios. Rather than attempting to remove all risk, these programs differentiate between hazards (dangers children cannot assess) and appropriate risks that help develop risk assessment abilities, physical capabilities, confidence, and resilience when progressively introduced.

How Can Traditional Schools Incorporate Nature-Based Elements?

What are practical ways conventional schools can integrate nature-based principles? Traditional schools can incorporate nature-based elements through: creating natural play spaces with loose parts and natural materials; establishing school gardens for both play and learning; implementing regular outdoor learning days or forest school sessions; designing outdoor classroom spaces for conventional subjects; bringing natural materials into indoor classrooms; and training teachers in outdoor learning pedagogy. Many schools successfully implement a hybrid approach that maintains curriculum requirements while incorporating valuable outdoor experiences and natural elements.

What Research Evidence Supports Nature-Based Learning?

What scientific evidence demonstrates the effectiveness of nature-based learning? Multiple systematic reviews and comparative studies provide substantial evidence for nature-based learning benefits. Ardoin and Bowers’ 2020 review showed strong evidence for positive outcomes in environmental literacy, cognitive development, and social-emotional growth. Johnstone et al.’s 2022 review found consistent positive links between nature-based early childhood education and improvements in self-regulation, social skills, and nature connectedness. Comparison studies by Zamzow and Ernst (2020) demonstrated enhanced executive function development, while Burgess and Ernst (2020) documented advanced peer play behaviors compared to conventional programs.

References

• Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.
• Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., Chabot, G., Fuselli, P., Herrington, S., Janssen, I., Pickett, W., Power, M., Stanger, N., Sampson, M., & Tremblay, M. S. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International Journal of Environmental Research and Public Health, 12(6), 6423-6454.
• Burgess, E., & Ernst, J. (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. International Journal of Early Childhood Environmental Education, 7(2), 17-33.
• Cajete, G. (2012). Look to the mountain: An ecology of indigenous education. Kivaki Press.
• Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452.
• Chawla, L., & Derr, V. (2012). The development of conservation behaviors in childhood and youth. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 527-555). Oxford University Press.
• Crain, W. (2015). Theories of development: Concepts and applications. Psychology Press.
• Finch, K. (2016). The risks and benefits of nature play. In D. Sobel (Ed.), Nature preschools and forest kindergartens: The handbook for outdoor learning (pp. 137-157). Redleaf Press.
• Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
• Gelter, H. (2000). Friluftsliv: The Scandinavian philosophy of outdoor life. Canadian Journal of Environmental Education, 5(1), 77-92.
• Häfner, P. (2002). Natur-und Waldkindergärten in Deutschland: Eine Alternative zum Regelkindergarten in der vorschulischen Erziehung. University of Heidelberg.
• Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Martin, A., Prce, H. J., Sandwell, C. F., Twisk, J. W., Broekhuizen, K., & Moran, C. N. (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19(10), 5967.
• Joyce, R. (2012). Outdoor learning: Past and present. Open University Press.
• Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.
• Kim, S. O., Park, S. A., & Lee, A. Y. (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. HortTechnology, 30(1), 25-32.
• Knight, S. (2013). Forest school and outdoor learning in the early years. SAGE Publications.
• Knight, S. (2018). Forest School for All. SAGE Publications.
• Kuo, F. E., & Faber Taylor, A. (2004). A potential natural treatment for attention-deficit/hyperactivity disorder: Evidence from a national study. American Journal of Public Health, 94(9), 1580-1586.
• Lloyd, A., & Gray, T. (2014). Place-based outdoor learning and environmental sustainability within Australian primary schools. Journal of Sustainability Education, 6(1).
• McGlynn-Stewart, M., Maguire, N., & Mogyorodi, E. (2020). Taking it outside: Engaging in active, creative, outdoor play with digital technology. Research Report, Early Childhood Pedagogy Network.
• North American Association for Environmental Education. (2023). The 2023 nature-based preschool national survey. Natural Start Alliance.
• Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Sandseter, E. B. H., & Lysklett, O. B. (2017). Outdoor education in the Nordic region. In C. Ringsmose & G. Kragh-Müller (Eds.), Nordic social pedagogical approach to early years (pp. 115-132). Springer.
• Sobel, D. (2014). Nature preschools and forest kindergartens: The handbook for outdoor learning. Redleaf Press.
• 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.
• Waller, T., Ärlemalm-Hagsér, E., Sandseter, E. B. H., Lee-Hammond, L., Lekies, K., & Wyver, S. (2017). The SAGE handbook of outdoor play and learning. SAGE Publications.
• Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research, 83(2), 211-235.
• Wilson, E. O. (1984). Biophilia. Harvard University Press.
• Zamzow, J., & Ernst, J. (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. International Journal of Early Childhood Environmental Education, 7(2), 6-16.

Further Reading and Research

Recommended Articles

• Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353.
• Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Martin, A., Prce, H. J., Sandwell, C. F., Twisk, J. W., Broekhuizen, K., & Moran, C. N. (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19(10), 5967.
• 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.

Suggested Books

• Knight, S. (2018). Forest School for All. SAGE Publications.
  • A comprehensive guide to forest school philosophy, principles, and practice with practical examples for implementation across age groups.
• Sobel, D. (2014). Nature preschools and forest kindergartens: The handbook for outdoor learning. Redleaf Press.
  • The definitive guide to nature preschool development, curriculum planning, and program implementation with case studies from successful programs.
• Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books.
  • The landmark work that sparked international dialogue about children’s disconnection from nature and its developmental consequences.

Recommended Websites

• Natural Start Alliance (North American Association for Environmental Education)
  • Comprehensive resources for nature-based educators including program directory, research summaries, professional development opportunities, and curriculum resources.
• Forest School Association (UK)
  • Official body for forest schools in the UK with resources on principles, certification information, research evidence, and implementation guidance.
• Children & Nature Network
  • Research library with hundreds of studies on nature connection benefits, tools for program development, and community forums for nature-based education practitioners.

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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