Role of the Educator in ​Outdoor and Nature-Based Learning

​The importance of the early childhood teacher’s attitude, flexibility, and competence is well documented in the research (Adams, 2013; Kemp & Josephidou, 2023; Morrissey et al., 2015).

Educators can develop skills and competencies to be prepared, flexible, competent, and excited when implementing outdoor and nature-based learning opportunities for young children!

Prepared

​Since programming can happen inside, outside, and beyond, educators must be prepared to address variables that come with experiences like different weather and welcome the learning they bring. 
Two young children riding on sleds being pulled by an adult.
iStock.com/Katharina

Flexible

​As teachers consider different variables and engage in responsive planning and decision-making, they must also take into account the unique interests and abilities of the children in the program.  

Competent

  • ​Early childhood educators oversee safety protocols but encourage children to care for their own needs and manage their own safety practices where applicable.
  • Value is placed on diverse cultural identities and peer interactions can be promoted and embedded in the curriculum.
  • Early childhood educators can view conflict resolution and social-emotional skills as crucial as academic learning and equally document these skills in observations and assessments (Adams, 2013).
Adult and two children drawing on sidewalk outside with chalk.
iStock.com/Olha Romaniuk

EXCITED!

​​​Research documents the importance of the educator's excitement about nature (Larimore, 2019; Warden, 2019). 
 
Ideas to help educators get started:
  • Start Small: You don't have to spend the whole day outside, start with small amounts of time and build up to more as comfort and confidence grows.
  • Share Interests: Many educators have outdoor and nature hobbies they are excited to share with others.
  • Teacher Buddies: Peers can help support each other, advocacy groups and online forum can be helpful. 
  • Encouragement: Keep trying! You will develop skills the more you work at it. 
  • Be Prepared: You will feel confident the more prepared they are with proper materials, lesson plans, and safety protocols.​

Getting Started Guide

Infographic with ideas for getting started: Start Small, Share Interests, Connect with Others, Keep Trying, and Be Prepared.
Image created using Canva.com.
Print and Screen-Reader Enabled Versions
See the Additional Resources for more teacher supports.

Additional Resources

​ How to Teach Outside: The Minnesota Department of Natural Resources provides a step-by-step guide, along with tips and practical advice, for teaching outdoors.
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References
Adams, E. J. (2013). Nature-based learning: Taking infants and toddlers outside. YC Young Children, 68(3), 94–96.

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.

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. 
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Warden, C. (2019). Nature pedagogy: Education for sustainability. Childhood Education, 95(6), 6–13. https://doi.org/10.1080/00094056.2019.1689050.