The Times Australia
The Times World News

.

Children learn science in nature play long before they get to school classrooms and labs

  • Written by Amy Cutter-Mackenzie-Knowles, Executive Dean, Faculty of Education, Southern Cross University
Children learn science in nature play long before they get to school classrooms and labs

The number of preschools pursuing learning through nature play is growing fast worldwide. However, the effectiveness and impacts of this approach is largely untested, and we recently completed the first large-scale study in the world to explicitly research nature play in early childhood education.

By mapping the learning of scientific concepts in nature play in a range of early childhood settings, we demonstrated how young children engage with science long before they get to school classrooms and labs.

Our research shows nature play[1] is a highly effective way of embedding STEM — science, technology, engineering and mathematics — in early childhood education. These areas share connections and practices, and research[2] increasingly shows that “regardless of ability, young children are ready, willing, and able to engage in STEM activities”.

What exactly is nature play?

Nature play is a popular way to respond to parent and teacher concerns about children’s limited time in nature and potentially too much screen time. It’s generally seen as unstructured play in natural settings, involving child-led interactions with nature.

Inspiration for nature play is often attributed to Scandinavian “forest school[3]” models. However, its origins run far deeper. Indigenous practices, for instance, notably understandings of Country and self as entangled, rather than separate, support many of the key features of nature play[4].

Early childhood education in some countries such as Germany, Finland and Denmark has a long tradition of nature play[5]. For instance, “kindergarten” means “children and garden” in German, showing kindergarten’s roots in nature-based learning.

Children playing with stones painted with Indigenous symbols
Play in response to Country comes naturally to children who readily see themselves as part of nature. Author provided (no reuse)

What was the research project?

Our research project[6] in urban and regional early childhood settings in Queensland uncovered a vast number of key concepts explored through nature play. Many were connected with Indigenous ways of knowing about the planet. Others were more aligned with environmental science or STEM concepts.

With funding from the Queensland government’s Education Horizon[7] scheme, our team worked with 20 early childhood education centres. There were ten sites in South-East Queensland, nine in Central Queensland and one in far north-western Queensland.

The project design involved both children and early childhood educators as researchers — 31 educators and 152 children (aged four to five) in all. The children and the educators collected data to research their own nature play experiences and practices.

Read more: Don’t worry, your child’s early learning doesn’t stop just because they’re not in childcare[8]

We explored children’s activities, ideas and beliefs about nature, and their relationships with/as nature. Understandings were diverse and ranged from seeing humans as separate from nature, to humans being part of nature — humans as nature.

Child sitting in water at the edge of a creek.
A child absorbed in slow play at the edge of a creek. Author provided (no reuse)

The recently published Research Handbook of Childhoodnature[9] found centring childhood in nature, as childhoodnature — with humans being understood as part of nature — is a vital foundation for nature play. As one four year old said:

“When I’m outside I learn about nature. Nature is what we’re in now. The trees are nature. The sky is nature. The creek is nature. The ants are nature. We are nature too, because we look after nature – and not break it.”

We found educators’ lack of confidence or understanding of science concepts need not limit exploration of STEM in early childhood education. Instead, participating educators reframed any limits to their knowledge as “an opportunity rather than an embarrassment[10]”.

The educators became active co-learners alongside children, rejecting the traditional perception of teachers as the source of all knowledge. To make the most of STEM opportunities in nature play, educators must understand their role as curious “scientists in action[11]”. They problem-solve, investigate and discover alongside children.

Read more: Let them play! Kids need freedom from play restrictions to develop[12]

Our research identified environmental science concepts as the area of scientific learning participants most often engaged with through nature play. This means environmental science, as a discipline of teaching and learning within STEM, has an important contribution to make to children’s scientific learning.

Young boy balances on a vine as he climbs into a tree
Risk is one of the many elements of learning through nature play. Author provided (no reuse)

Like all STEM disciplines, environmental science emerges in the early years and will build in complexity throughout a child’s life. The educators in this study embraced nine distinct nature play practices and lessons:

  1. place/Country-responsive play — such as bushwalks and other excursions on Country and learning from and with local Aboriginal and Torres Strait Islander Elders
  2. non-human play — deep observation of plants, clouds, natural objects and other species
  3. slow play — giving children the time and freedom for sustained, unhurried, uninterrupted play, including child-directed free play and artmaking
  4. sensorial play — stimulating children’s senses and an awareness of the body through noticing, paying attention, foraging, smelling, feeling, touching and deepening connection
  5. risky play — climbing trees, hanging upside down, balancing, rope swings, navigating creeks, building campfires, using tools, wrestling and exploring without adult supervision
  6. imaginative play — also known as make-believe play, fantasy play, symbolic play, pretend play and dramatic play. Children often role-play as a way of exploring and making sense of the world
  7. construction/creative play — whittling, sawing wood, building tunnels and bridges, painting, drawing, dancing, singing, drumming, nature journaling, nature collage, weaving, felting, sculpting, and clay work
  8. discovery play — using a digital microscope, experimenting with natural resources, exploring shadows and light, floating and sinking, and watching insect and animal behaviour, as a way to think deeply about the world and learn how it works
  9. death play — observing dead animals decomposing over time, role-playing death/dying and learning about life cycles to explore death, dying or grief.

The project uncovered a vast number of key scientific concepts and terms explored through nature play. These were organised under the key areas of earth, ecologies, relations, materials, bodies, time and weathering.

Common science concepts and terms identified within nature play.

This is not a prescriptive list, nor are these the only scientific concepts nature play enables. Rather, they are starting points to activate discussion and help children learn. When STEM concepts are inspired by the children’s interests, curiosities and questions, learning is more powerful, engaging and enduring.

Read more: Should I let my kid climb trees? We asked five experts[13]

References

  1. ^ research shows nature play (www.childhoodnatureplay.com)
  2. ^ research (www.proquest.com)
  3. ^ forest school (www.growingwildforestschool.org)
  4. ^ support many of the key features of nature play (sk.sagepub.com)
  5. ^ long tradition of nature play (www.cambridge.org)
  6. ^ research project (www.childhoodnatureplay.com)
  7. ^ Education Horizon (education.qld.gov.au)
  8. ^ Don’t worry, your child’s early learning doesn’t stop just because they’re not in childcare (theconversation.com)
  9. ^ Research Handbook of Childhoodnature (www.researchgate.net)
  10. ^ an opportunity rather than an embarrassment (citeseerx.ist.psu.edu)
  11. ^ scientists in action (www.naeyc.org)
  12. ^ Let them play! Kids need freedom from play restrictions to develop (theconversation.com)
  13. ^ Should I let my kid climb trees? We asked five experts (theconversation.com)

Read more https://theconversation.com/children-learn-science-in-nature-play-long-before-they-get-to-school-classrooms-and-labs-166106

Times Magazine

Building a Strong Online Presence with Katoomba Web Design

Katoomba web design is more than just creating a website that looks good—it’s about building an online presence that reflects your brand, engages your audience, and drives results. For local businesses in the Blue Mountains, a well-designed website a...

September Sunset Polo

International Polo Tour To Bridge Historic Sport, Life-Changing Philanthropy, and Breath-Taking Beauty On Saturday, September 6th, history will be made as the International Polo Tour (IPT), a sports leader headquartered here in South Florida...

5 Ways Microsoft Fabric Simplifies Your Data Analytics Workflow

In today's data-driven world, businesses are constantly seeking ways to streamline their data analytics processes. The sheer volume and complexity of data can be overwhelming, often leading to bottlenecks and inefficiencies. Enter the innovative da...

7 Questions to Ask Before You Sign IT Support Companies in Sydney

Choosing an IT partner can feel like buying an insurance policy you hope you never need. The right choice keeps your team productive, your data safe, and your budget predictable. The wrong choice shows up as slow tickets, surprise bills, and risky sh...

Choosing the Right Legal Aid Lawyer in Sutherland Shire: Key Considerations

Legal aid services play an essential role in ensuring access to justice for all. For people in the Sutherland Shire who may not have the financial means to pay for private legal assistance, legal aid ensures that everyone has access to representa...

Watercolor vs. Oil vs. Digital: Which Medium Fits Your Pet's Personality?

When it comes to immortalizing your pet’s unique personality in art, choosing the right medium is essential. Each artistic medium, whether watercolor, oil, or digital, has distinct qualities that can bring out the spirit of your furry friend in dif...

The Times Features

How much money do you need to be happy? Here’s what the research says

Over the next decade, Elon Musk could become the world’s first trillionaire[1]. The Tesla board recently proposed a US$1 trillion (A$1.5 trillion) compensation plan, if Musk ca...

NSW has a new fashion sector strategy – but a sustainable industry needs a federally legislated response

The New South Wales government recently announced the launch of the NSW Fashion Sector Strategy, 2025–28[1]. The strategy, developed in partnership with the Australian Fashion ...

From Garden to Gift: Why Roses Make the Perfect Present

Think back to the last time you gave or received flowers. Chances are, roses were part of the bunch, or maybe they were the whole bunch.   Roses tend to leave an impression. Even ...

Do I have insomnia? 5 reasons why you might not

Even a single night of sleep trouble can feel distressing and lonely. You toss and turn, stare at the ceiling, and wonder how you’ll cope tomorrow. No wonder many people star...

Wedding Photography Trends You Need to Know (Before You Regret Your Album)

Your wedding album should be a timeless keepsake, not something you cringe at years later. Trends may come and go, but choosing the right wedding photography approach ensures your ...

Can you say no to your doctor using an AI scribe?

Doctors’ offices were once private. But increasingly, artificial intelligence (AI) scribes (also known as digital scribes) are listening in. These tools can record and trans...