Abstract
This chapter provides a holistic examination of nature-based early childhood education (NBECE), spotlighting forest schools. Extensive research underscores the benefits of nature experiences for children's growth and development as well as nature-connectedness and ecological identity. As such, NBECE in North America has witnessed over a twofold growth from 2015 to 2020, with continued expansion. A similar trend is observed in the UK, where demand for nature-based education, particularly forest schools, has grown since the 1990s, with a significant surge over the last three years. Amid this recent growth, it is crucial to recognize the enduring existence of nature-centric pedagogies in Indigenous and local communities which begins this chapter's exploration. The discussion covers historical, philosophical, and theoretical underpinnings that have profoundly influenced contemporary forest school curricula, instructional practices, and overall approaches within the NBECE domain.
TopNbece: Nurturing Child-Nature-Connectedness And Ecological Identity
As detailed above, a wealth of research clearly supports the benefits of exposing young children to nature. The growth of nature-based preschools has been instrumental in producing this research. Beyond affirming well-explored facets of child development, existing research introduces a less-explored yet crucial realm, child-nature-connectedness. This emerging domain carries profound implications for holistic child development, potentially fostering a transformative shift in ecological identity (Barrable & Booth, 2020; Finch & Bailie, 2015). Delving into this connection entails exploring not only cognitive, emotional, and physical aspects but also delving into the nuanced dimensions of a child's relationship with the natural world, offering a holistic understanding of their interconnectedness with the environment.
Key Terms in this Chapter
Learning “With Nature”: An philosophy that acknowledges nature as a co-teacher emphasizing direct experiences in natural environments, recognizing nature as a source of inspiration, curiosity, and knowledge.
Forest Schools: Outdoor education programs which take place 100% outdoors, emphasizing child-led, experiential learning.
Posthumanism: A theoretical framework challenging traditional human-centric views, promoting interconnectedness between humans and the environment.
Ecological Identity: An individual's sense of connection and identification with the natural world, contributing to pro-environmental attitudes and behaviors.
Environmental Education: Teaching and learning about the environment and nature with a focus on developing awareness, knowledge, attitudes, skills, and a sense of responsibility towards environmental issues.
Nature-Based Education: An approach to learning that integrates natural elements, outdoor experiences, and environmental themes into educational practices. Nature-based education infuses nature as a driving force or its pedagogical approach.
Place Attachment: The emotional bond formed between individuals and a specific environment.