Abstract
An increased interest in nature-based early childhood education in the United States has led to the import of the Waldkindergarten concept from Europe. Cultural differences between Europe and America pertinent to early childhood education create challenges to running a successful Waldkindergarten program in the United States. Differences in the value placed on play versus academics, in the risk versus safety analysis, and in the concepts of fun, nature and childhood, can lead to misinterpretation of and dissatisfaction with the program. Education, communication, research and challenges in policy are key to bringing the potential benefits of the Waldkindergarten concept to the United States.
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