Abstract
Nature play with young children has been criticized for lacking the transformative power necessary for meaningfully contributing to sustainability issues. The purpose of this systematic review was to identify outcomes associated with young children’s nature play that align with Education for Sustainability outcomes, toward addressing the question of its contribution to a more sustainable future. A total of 272 citation records were screened using eligibility and quality appraisal criteria, resulting in 32 studies that were reviewed. These studies’ outcomes were coded and then mapped to an education for sustainability framework. Results suggest that nature play supports education for sustainability benchmarks of applied knowledge, dispositions, skills, and applications. The multiple and varied relevant outcomes associated with nature play suggest practitioners should not abandon nature play in the pursuit of sustainability. Implications for practice and further research are discussed.
Highlights
Others were nature play integrated within early childhood education centers/program through the help of a community partner such a nature center, park, or wildlife sanctuary
The backdrop for this study was the question that emerged from diverging viewpoints regarding early childhood education for sustainability (ECEfS) pedagogies: What contribution to sustainability is made through the pedagogical practice of nature play, or is a reorientation of the nature play movement needed toward more critical and transformative pedagogies [2]? the systematic review at hand sought to identify outcomes of young children’s nature play that further the aims of EfS
The results of this review suggest nature play is a valid contributor to sustainability outcomes, and it should be acknowledged and embraced as an effective EfS approach with numerous, wide ranging benefits to young children
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Childhood is a critical period, in the in the context of development, and in the context of sustainability, as values, attitudes, and foundational skills learned in early childhood extend throughout life. The importance of early childhood education for sustainability (ECEfS) is internationally recognized, yet differing approaches have been put forward to achieve its goals. One approach emphasizes time in nature, as exploratory and playful experiences in nature provide a foundation upon which children develop the attitudes and values they carry into adulthood. Some researchers [1] have criticized this nature-oriented approach as an impediment to children’s ability to work for a sustainable future
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