Curriculum: ​Outdoor & Nature-Based Learning 

In Minnesota, the Minnesota Early Childhood Indicators of Progress (ECIPs) are the developmental learning standards educators can use to inform curriculum development. They include standards that address learning domains for social-emotional, physical, and cognitive development, as well as approaches to how children learn.

The ECIPs are not meant to be used as a curriculum, but rather a tool to inform and guide the selection, alignment, and implementation of curriculum and assessment materials. 
The ECIPs have eight Learning Domains:
  • Approaches to Learning
  • The Arts
  • Language, Literacy and Communications
  • Mathematics
  • Physical and Movement Development
  • Scientific Thinking and Exploring
  • Social and Emotional Development
  • Social Systems
Skill levels differ among infants, toddlers, and preschoolers, but they build on each other through learning progressions.
​(Minnesota Department of Children, Youth, and Families, 2026)

Learning Approaches

 The Approaches to Learning standards in the ECIPs identify foundational learning skills children develop that influence all developmental domains. These approaches share many characteristics that align to the values of outdoor and nature-based learning philosophies. 

Approaches to Learning:
  • Curiosity and Inquisitiveness
  • Attentiveness
  • Imagination
  • Processing and Using Information
(Minnesota Department of Children, Youth, and Families, 2026)

Whole-Child Teaching and Learning

In nature-based programs, environmental education concepts and practices can be integrated into the curriculum and focus on teaching the whole-child (Ardonin & Bowers, 2020). Whole-child teaching refers to how the curriculum addresses all areas of learning, including social, emotional, physical, and cognitive learning (Warden, 2019).
Infographic showing how outdoor and nature-based learning supports whole-child development in social-emotional, cognitive, and physical development and learning approaches.
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Characteristics of Outdoor and Nature-Based Programming for Infants and Toddlers

An infographic highlighting features of outdoor and nature-based learning opoorunties for young children including freedom of movement, sensory experiences, and language-rich play.
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Environmental Education Standards

Minnesota does not have formal environmental education standards for early childhood programs. Educators and program leaders can refer to the NAAEE Guidelines for Excellence Early Childhood Environmental Education Programs (2010), to guide programs in environmental education curriculum development. These guidelines, as in many other outdoor and nature-based learning resources emphasize the value of developing emergent curriculum practices.

Emergent Curriculum

Educators can use children’s interests and abilities to inform the development of the curriculum and opportunities for observations and learning assessment. This approach to curriculum development is commonly referred to as emergent curriculum because it emerges from children's interests (Larimore, 2019; Warden, 2022).

​In an emergent curriculum approach, a daily routine is followed, but flexibility can allow for changes based on the child's interests and developmental needs. Educators can encourage children’s inquiry to promote curiosity, creative thinking, critical thinking, problem-solving, and other higher-order thinking skills (NAAEE, 2019). This approach to learning provides opportunities for children to see themselves as a community of capable learners.
An adult engaging with two toddler aged children on a playground.
iStock.com/Maria Argutinskaya

Building Community & Caring

​Building relationships and forming community are hallmarks of early childhood education. Educators can help children observe and understand patterns and changes from season to season, building on concepts of the interconnectedness of human life with the natural environment (NAAEE, 2019). Adults can model caring for the environment and nature, and together, the group can develop sustainability practices for their community, connecting the learning happening inside and outside.
An adult helping a child pick greens from a garden.
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Inside, Outside, & Beyond

​Author Claire Warden (2019), in the book Green Teaching, explains the idea of learning inside, outside, and beyond. Supporting children’s learning inside, outside, and beyond means challenging traditional beliefs about learning only in indoor classrooms (Larimore, 2019; Warden, 2019).
An adult showing a child a pinecone.
iStock.com/Taras Grebinets

Supporting Infants & Toddlers

 For infants and toddlers, much of their learning occurs within the learning environment and with the adults who are part of their daily routines. Several studies of nature-based programming recommended experiences for infants and toddlers that:
  • allow for freedom of movement
  • have spaces that encourage different types of movement like climbing and crawling
  • include multi-sensory experiences
  • provide exposure to natural materials
  • encourage imaginative play,
  • offer language-rich active play
  • support engaging with peers and excited adults
(Adams, 2013; Kemp & Josephidou, 2023; Morrissey et al. (2015).
Toddler walking on a path in a park.
iStock.com/VIJ
​An emergent curriculum is perfect for curious infants and toddlers who are strongly motivated by their own interests. Inviting young children to engage in activities and experiences that interest them promotes active engagement, attention, and opportunities to practice and master new skills. When interesting activities are offered and shared with trusted adult caregivers and peers, strong, healthy relationships are developed. Doing these activities inside, outside, and beyond provides endless novelty and stimulating sensory-rich experiences for infants and toddlers. 
An adult is holding something in her hand to show a young child.
iStock.comJordan Blanco
Educators can inform curriculum development using authentic observation and assessment practices.

Seasonal Activity and Experience Guides

Outdoor and nature-based learning activities and experiences for infants and toddlers do not need to be complex. Often, the activities or experiences can be done simply by exploring the outdoor area around your program. Educators must always consider what safety precautions are needed and develop risk plans where applicable. 

Fall Activities for Infants and Toddlers

A list of activities to do in the fall with children.
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Winter Activities for Infants and Toddlers

A list of activities to do in the winter with children.
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Spring Activities for Infants and Toddlers

A list of activities to do in the spring with children.
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Summer Activities for Infants and Toddlers

A list of activities to do in the summer with children.
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See the Additional Resources to learn more about outdoor and nature-based curriculum.

Additional Resources

Discover the Forest: This website, led by the North American Association for Environmental Education (NAAEE), is full of inspiration and practical ideas for educators and parents to explore nature right outside their homes and classrooms.

Nature-Based Learning Ideas Guide: This guide, developed by the State of Minnesota, offers educators ideas for activities they can facilitate in common outdoor environments.
​
Natural Resource Education: The Minnesota Department of Natural Resources has several resources, including: 
Outdoor and Nature-Based Learning: The Minnesota Department of Children, Youth, and Families has a collection of webinars on developing curriculum in outdoor learning programs that are aligned to Minnesota's Early Childhood Standards, the ECIPs. Scroll down to the "Webinars" section for links to these webinars. The titles include:
  • Curriculum Is Falling From Above: Hands-On Activities to Do in the Fall
  • Curriculum Is Falling from the Sky: Hands-On Activities to Do in the Winter
  • Curriculum Is Sprouting Up All Over: Hands-On Activities to Do in the Spring
  • Curriculum Planning and Assessment with Nature in Mind
  • Adventure One: Exploring Nature as a Teacher for Social-Emotional Development and Social Systems
  • Adventure Two: Exploring Nature as a Teacher for Language, Literacy, Communication, Creativity and the Arts
  • Adventure Three: Exploring Nature as a Teacher for Math and Science.
  • Adventure Four: Exploring Nature as a Teacher for Physical Development
References
Adams, E. J. (2013). Nature-based learning: Taking infants and toddlers outside. YC Young Children, 68(3), 94–96.

Ardonin N., & Bowers A., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review. https://doi.org/10.1016/j.edurev.2020.100353. 

Kemp, N., & Josephidou, J. (2023). Creating spaces called hope: The critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years (London, England), 43(3), 641–655. https://doi.org/10.1080/09575146.2023.2235913.

Larimore, R. (2019). Preschool beyond walls: Blending early childhood education and nature-based learning. Gryphon House.

Minnesota Department of Children, Youth, and Families. (2026). Early Childhood Indicators of Progress: Minnesota's Early Learning Standards. https://dcyf.mn.gov/partners-and-providers/child-care-and-early-learning/professional-development/ecips. 

Morrissey, A., Scott, C., & Wishart, L. (2015). Infant and toddler responses to a redesign of their childcare outdoor play space. Children, Youth and Environments, 25(1), 29–56. https://doi.org/10.7721/chilyoutenvi.25.1.0029.​

North American Association for Environmental Education. (2010). Guidelines for Excellence: Early Childhood Environmental Education Programs. Washington, DC. 

North American Association for Environmental Education. (2019). Nature-based preschool professional practice guidebook: Teaching, environments, safety, administration. Washington, DC.
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Warden, C. (2022). Green teaching : nature pedagogies for climate change & sustainability. Corwin.