Nature-based learning as a support for child and family learning and health: a qualitative study of parental and instructor perspectives in a Canadian context

Despite the documented benefits of nature-based learning (NBL), research around the use of NBL with autistic children from a strengths-based perspective remains sparse. To understand how practitioners perceive the experience of engaging in NBL with autistic children, we interviewed 14 practitioners from the United States, United Kingdom, and Canada. Using reflexive thematic analysis and framed through the neurodiversity paradigm, we developed three themes: ecology of affordances, practitioners undertake complex roles, and trust as a foundational building block. These themes emphasize the active role practitioners play in affirming and supporting autistic children in their NBL and play. Our analysis also acknowledges the challenges experienced by both practitioners and learners, suggesting that NBL will not be the right fit for all autistic children.

Background of the study: Early childhood is a crucial stage of rapid development across cognitive, motor, social, and emotional domains. To support this growth, learning approaches that foster creativity and independence are essential. Nature-based learning provides opportunities for children to interact directly with their environment, offering rich multisensory experiences that stimulate imagination, creativity, and problem-solving. Through exploration and hands-on engagement with nature, children also develop autonomy, responsibility, and risk assessment skills. This study explores the role of nature-based learning in fostering creativity and independence in the context of Early Childhood Education (ECE) in Indonesia. Aims and scope of paper: This paper examines how nature-based learning can enhance creativity and independence in children aged 0–6 years. It discusses key theories, principles, and benefits, provides practical applications from ECE settings, and highlights the role of educators in designing effective nature-based learning experiences. Methods: A literature review approach was used, drawing from academic journals, books, and relevant articles. The data were analyzed qualitatively to identify concepts, benefits, and teaching strategies related to nature-based learning in early childhood. Results: The findings suggest that nature-based learning significantly supports the development of creativity and independence. Activities like outdoor play, exploration, and gardening enhance children's ability to express ideas and solve problems, while also fostering decision-making and self-regulation. Educators play a vital role as facilitators in creating safe, engaging environments that promote meaningful exploration. Contribution: This study offers practical guidance for ECE educators and contributes to the academic discussion on holistic, contextual learning models that support young children's development.

A child's development, particularly in terms of motoric skills, is most formative during the first few years of life. One approach that is considered effective in optimizing children's motoric development is nature-based learning, which utilizes the natural environment as the main learning medium. This study aims to explore the dynamics of nature-based learning in developing early childhood motoric skills through literature studies. Articles, books, and scientific documents produced between 2015 and 2024 are reviewed in a literature review using a qualitative descriptive methodology.This study found that children's fine and gross motoric skills, as well as their social and emotional development, can benefit from learning in natural settings. However, its implementation in Indonesia still faces challenges, especially related to parents' perceptions of child safety and the limitations of teachers' creativity in designing outdoor activities. This study provides active support from parents and increasing teacher capacity as an effort to optimize nature-based learning in early childhood education.

Background: Reflexive thematic analysis is widely used in qualitative research published in Palliative Medicine, and in the broader field of health research. However, this approach is often not used well. Common problems in published reflexive thematic analysis in general include assuming thematic analysis is a singular approach, rather than a family of methods, confusing themes and topics, and treating and reporting reflexive thematic analysis as if it is atheoretical. Purpose: We reviewed 20 papers published in Palliative Medicine between 2014 and 2022 that cited Braun and Clarke, identified using the search term ‘thematic analysis’ and the default ‘relevance’ setting on the journal webpage. The aim of the review was to identify common problems and instances of good practice. Problems centred around a lack of methodological coherence, and a lack of reflexive openness, clarity and detail in reporting. We considered contributors to these common problems, including the use of reporting checklists that are not coherent with the values of reflexive thematic analysis. To support qualitative researchers in producing coherent and reflexively open reports of reflexive thematic analysis we have developed the Reflexive Thematic Analysis Reporting Guidelines (the RTARG; in Supplemental Materials) informed by this review, other reviews we have done and our values and experience as qualitative researchers. The RTARG is also intended for use by peer reviewers to encourage methodologically coherent reviewing. Key learning points: Methodological incoherence and a lack of transparency are common problems in reflexive thematic analysis research published in Palliative Medicine. Coherence can be facilitated by researchers and reviewers striving to be knowing – thoughtful, deliberative, reflexive and theoretically aware – practitioners and appraisers of reflexive thematic analysis and developing an understanding of the diversity within the thematic analysis family of methods.

The nature-based learning approach involves the direct integration of nature into learning processes and the facilitation of firsthand nature experiences. Considering the benefits it provides across a wide range of areas, including social development, cognitive development, emotional development, motor skills, and health, it becomes evident that the integration of this approach into early childhood, a critical period for individual development, is significant. In this context, this study primarily examines the nature-based learning approach from a theoretical framework perspective. At this point, Bronfenbrenner's bioecological theory, experiential learning theory and place-based learning theory, which are noted in the literature as having an impact on the nature-based learning approach, are mentioned. Furthermore, the implementations of nature-based learning during early childhood and the underlying approaches supporting these implementations are examined in general terms. This study aims to highlight the diversity of educational models that provide nature-based learning experiences through nature-integrated learning environments offered by various approaches, including Kindergarten, Montessori, Waldorf, Reggio Emilia, and forest schools.

Researchers are increasingly using qualitative health methodologies to inform patient-centered healthcare practice. However, in doing so, they are often dismissing the inherent subjectivity of qualitative research to conform to quantitative standards of objectivity. Acknowledging that all aspects of research inquiry are influenced by situated researchers, I explore the co-use of interpretive description (ID), an applied qualitative health methodology, and reflexive thematic analysis (RTA), a thematic analysis approach that foregrounds researcher subjectivity. By examining the philosophical foundations, use of theory, analytical strategies, and indicators of research quality between ID and RTA, I conceptualize a methodologically coherent approach to their co-use that remains transparent about, and values, researcher subjectivity and reflexivity. This article also includes accessible explanations of complex methodological and philosophical concepts, practical examples for operationalizing reflexivity, and 22 guiding questions to support researchers in the coherent co-use of ID and RTA.

The National Association of Education for Young Children (NAEYC) and the Fred Rogers Center Joint Position Statement on Technology and Interactive Media in the Early Childhood Programs (2012) calls for early childhood educators to intentionally and appropriately integrate technology into their teaching practice. Intentional and appropriate integration not only requires educators to find reputable resources but also necessitates new pedagogical approaches to teaching media literacy. Digital tools have the potential to enhance the educational experiences for students and provide opportunities for our youngest learners to feel empowered and develop agency in their communities. Early childhood educators lack professional learning opportunities that support the intentional and appropriate integration of technology into their daily teaching practices. In an ever-changing technological landscape, teacher preparatory programs, professional development providers and curriculum developers must rethink the supports early childhood educators require to meet the expectations placed upon them. Chapter 2: Intentional integration of technology in early childhood; Improving professional learning opportunities for early childhood educators, presents a qualitative study which analyzed early childhood educators’ beliefs about integration of information and communication technology; their reported teaching practices; and perceived barriers to intentional integration of technology using reflexive thematic analysis. Results show that teachers' beliefs correlate to the level at which they integrate technology and the perceived barriers to using technology in the early childhood classroom. Few teachers use technology to its full potential in ways that give children voice and agency. Little to no professional development has been provided for early childhood educators to improve their practice. The reported benefits of outdoor teaching and learning are overwhelmingly positive, however, the practice of using the outdoors as a space for learning about STEM disciplines in early childhood is uncommon. STEM education allows our young children to wonder and learn about their world, work as scientists and engineers, and develop critical thinking and problem-solving skills. Children need the opportunity to develop relationships with nature to become change agents that care for and protect the environment and learn to advocate for the communities in which they live. Systemic changes are necessary to scale and sustain quality STEM outdoor teaching and learning. Cultural Historical Activity Theory (CHAT) guided the design and analysis of the mixed-methods study presented in Chapter 3: Taking STEM outdoors; Equitable access to outdoor teaching and learning in early childhood education. The paper discusses the history of outdoor education, the current landscape of teacher beliefs, reported behaviors

The early 21st century has been a period of dramatic change, presenting new challenges and prospects in early childhood education. As our society becomes more interconnected and technologically sophisticated, educators must prepare children to live in a world where innovation, sustainability, and social change are the norms. This book, "Transforming Early Childhood Education: Technology, Sustainability, and Foundational Skills for the 21st Century," confronts a number of principles and practices that lie at the heart of the education revolution—using technology as a tool, infusing practices and principles of sustainability into everything we do, and focusing on teaching the foundational skills that all children must master. The chapters in this volume offer a comprehensive exploration of contemporary themes in early childhood education, arranged into four interconnected sections. The first section provides insights into foundational topics such as school readiness, self-regulation, and leadership skills, setting the stage for a holistic understanding of early development. The second section delves into the transformative role of technology, showcasing how digital literacy, AI applications, and innovative learning environments can revolutionize early education. The third section highlights the growing importance of sustainability and environmental education, reflecting on nature-based learning, citizen science, and ecosystem mental models. The final section focuses on specialized research and topics that offer deeper academic insights into scientific process skills and biology education for preschoolers. The work contained in this book is the effort of many people—old friends and new—who have committed themselves to advancing early childhood education. The writing is an expression of the innovative spirit and commitment to excellence that so many working in this field embody. We would like to express our deepest gratitude to Atila ÇAĞLAR (PhD), whose unwavering support and thoughtful insights have been instrumental in shaping the vision and direction of this book. His contributions not only inspired this work but also provided invaluable guidance throughout the editorial process. We hope this book will be a resource and a change agent. We want it to be a vehicle for real, meaningful change in early childhood education. We want to embrace technology sustainably and let it guide us in a vehicle of change. We want to develop a basic set of skills upon which the youngest members of society can build in an ever-changing world. We encourage you to delve into the concepts and ideals put forth in these pages and to work alongside us in envisioning what tomorrow will bring for early childhood education.

ABSTRACTThe promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: responsibility, curricula/program design, contextual relevance, support, and barriers. The findings from this study are discussed with regard to educational policy implications about social-emotional learning curricula and programs, especially those implemented in urban schools.

SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.

Mental health and substance use (MHSU) disorders are the primary contributors to disability among children and youth, often with an early age of onset. Rural communities face added challenges in accessing care. Nurses may be a key professional support for rural children and youth needing MHSU care, but there is a gap in the literature about nurses’ roles in this practice area. This interpretive descriptive study explored the insights of rural nurses regarding MHSU care for children and youth in community practice settings in British Columbia, Canada. Semi-structured interviews were conducted with eleven rural nurses who were either MHSU specialists or generalists with MHSU as part of their practice. Reflexive thematic analysis and interpretive description were used to analyse the data. Three key themes were constructed: (1) children and youth’s mental health was tethered to the rural and remote context; (2) MHSU care was more than just MHSU treatment; and (3) the essential components of rural child and youth MHSU nursing practice. Early intervention and rural-centric approaches may support rural children and youth. By supporting rural nurses, MHSU care for children and youth can be enhanced.

This study aims to evaluate the effectiveness of nature-based learning in developing gross motor skills in early childhood. The research method used was an experiment with a pretest-posttest design involving two groups: an experimental group undergoing nature-based learning and a control group with conventional methods. The results showed that the experimental group experienced a significant increase in the mean score of gross motor skills from 19.70 to 26.20 (p < 0.05). In contrast, the control group only showed a small increase with an average change of 1.30 (p < 0.05). This finding indicates that nature-based learning is more effective than conventional methods in supporting early childhood gross motor skill development. The conclusions emphasize the importance of integrating nature-based learning in the early childhood education curriculum to support motor development and other developmental aspects. Further research is recommended to explore different nature-based learning approaches and their impact on holistic child development.

A transparent analytical process contributes to the methodological rigor of reflexive thematic analysis. To enhance such transparency in reflexive thematic analysis, novice researchers need to document and present the analytical processes of theme development. In this article, we showcase how qualitative comparative analysis can be integrated into reflexive thematic analysis as a strategy for novice researchers. We demonstrate how novice researchers can develop codes and categories, use qualitative comparative analysis to facilitate the exploration of the complex causal relationships between categories, and construct candidate themes based on these analyses. We then show how novice researchers can continue developing these themes by creating relationships between codes and categories on the basis of qualitative data and existing literature. Such integration of methods not only facilitates theme development, but also assists researchers in justifying the decisions made in a reflexive thematic analysis process. The analytical procedures presented in this article may thus help novice researchers engaged in reflexive thematic analysis to enhance the transparency of their analytical process.

Aims: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition that affects social interaction, communication, and behaviour. Many children with ASD experience emotional dysregulation, heightened anxiety, and challenges in mainstream educational settings. Nature-based learning (NBL), including forest schools and outdoor education, has been proposed as an alternative approach that may support the emotional well-being and behavioural outcomes of autistic children. This systematic review examines the impact of NBL on children with ASD, focusing on emotional health, behavioural changes, and educational engagement. Methods: A systematic search was conducted across four databases (PsycINFO, CINAHL, PubMed, and Embase) to identify primary studies examining the effects of NBL on autistic children. Additional sources, including grey literature and reference lists, were screened. Studies were included if they assessed behavioural, emotional, and educational outcomes in children under 18 years old diagnosed with ASD. Data were extracted and synthesized narratively to identify common themes. Results: Eight studies met the inclusion criteria, comprising qualitative, quantitative, and mixed-methods research. Findings indicated that participation in NBL was associated with improvements in emotional regulation, reduced anxiety, enhanced social interactions, and increased engagement in learning activities. Some studies also reported positive effects on attendance and independence. Parents and educators perceived NBL as beneficial, although concerns were noted regarding disruption or routines and challenges with implementation. Conclusion: Nature-based learning appears to offer significant benefits for children with ASD, particularly in supporting emotional well-being and social development. However, variations in study methodologies and small sample sizes highlight the need for further large-scale research. Future studies should explore standardized outcome measures, long-term impacts, and strategies for integrating NBL into educational provisions, ensuring tailored support for children with diverse needs.

Nature-based learning (NBL) has gained global recognition as a pedagogical approach that supports children’s holistic development and fosters environmental stewardship. However, contributions from the Global South remain underrepresented, underscoring the need for a Malaysian-focused synthesis. This systematic literature review (SLR) examines fifteen empirical studies published between 2018 and 2025 on the integration of NBL in Malaysian early childhood education. A structured search across Scopus, ScienceDirect, ERIC, and Google Scholar guided the identification, screening, and eligibility assessment of studies. Findings reveal strong enthusiasm among teachers and parents, with reported benefits spanning cognitive, physical, social, and ecological domains. However, affective outcomes such as nature connection and sustainability values remain underexplored. NBL is often treated as an add-on rather than embedded within the national preschool curriculum, with implementation constrained by limited teacher training, insufficient resources, restricted access to natural spaces, and inadequate policy support. These findings reflect broader international debates on the marginalisation of outdoor learning and the challenges of integrating experiential pedagogies into standardised curricular systems. The review underscores the need for a structured, yet flexible NBL framework that aligns with curriculum objectives, evaluates both affective and cognitive outcomes, and is adaptable to diverse learning environments, including urban and indoor settings. Beyond Malaysia, this synthesis contributes to global early years environmental education scholarship by illustrating how NBL can be universal in principle yet context-specific in practice, with implications for theory, pedagogy, and policy reform.