Learning Environment and Materials: Outdoor and Nature-Based Learning
Early childhood educators can include features that promote children’s connection to nature by creating or finding opportunities to explore outdoor areas and interact with natural materials.
Learning Environment
Each early childhood program is unique, but educators can consider adding features such as:
Some programs may have extensive outdoor areas to explore, while others may have a small patch of grass or a ditch. Regardless of the terrain, educators can use what is available in the natural environment to promote connections to nature.
(Minnesota Department of Education, 2021)
- open ground
- access to water and sand play
- gardening areas
- vegetation
- shaded areas
- loose objects
- quiet spaces
Some programs may have extensive outdoor areas to explore, while others may have a small patch of grass or a ditch. Regardless of the terrain, educators can use what is available in the natural environment to promote connections to nature.
(Minnesota Department of Education, 2021)
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Learning Materials iStock.com/Daria Kolpakova
Learning materials can be carefully selected or adapted for outdoor use, with sustainability practices in mind (Fox et al., 2020; Larimore, 2019; Warden, 2019; NAAEE, 2019).
Nature can provide educators with many materials for planning activities for young children (Powers & Williams Ridge, 2016; Wirth & Rosenow, 2012). Depending on what is available in the community, nature collections might include rocks, leaves, shells, acorns, and pine cones. Care should be taken when selecting materials for infants and toddlers, as small items can pose a choking hazard. Safety must be a primary consideration when selecting materials.
A strong focus on nature can flow almost seamlessly between the indoor and outdoor classrooms of nature-based programs (Craig et al., 2024).
Indoor ClassroomsIndoor classrooms can be designed with features that promote connections to nature and extend the learning happening outside (Kracht, 2024; Morrissey et al., 2015).
Educators can maximize available outdoor views by incorporating features such as bird feeders or plantings when views are limited (Powers & Williams Ridge, 2016). Considerations for classroom design, decorations, and furniture can include incorporating natural materials and reflecting the nature-based curriculum. Children can explore locally collected natural items, and older children can use tools, such as binoculars and magnifying glasses, to observe nature items. Educators can include a library that consists of nature-based books and field guides. Care should be taken to ensure natural materials are non-toxic, that plants and animals that might be investigated are not harmed, and safety rules and regulations are followed (NAAEE, 2019). 
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Learning Areas for Infants and Toddlers Educators can develop activities and select materials based on these essential domains for infants and toddlers:
(Craig et al., 2024) |
Learning with Natural Materials
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Learn more about equipment and gear to consider when implementing outdoor and nature-based learning opportunities for young children.
See the Additional Resources for links to nature-based books, materials, and other indoor and outdoor classroom resources.
Additional Resources10 Tips for Finding Nature to Bring into Your Classroom: This article from the National Association for the Education of Young Children (NAEYC) shares a list of tips for bringing nature inside.
Blueberry Awards: A booklist created by the Evanston Public Library to celebrate the best nature books that promote climate stewardship. Primarily for Ages 3-10+ Books that Inspire Nature Observations: This article from the National Association for the Education of Young Children (NAEYC) shares a list of books to inspire nature observation with young children. Let's Go Outside: A list of outdoor-focused books for babies to 3-year-olds, from ¡Colorín Colorado!, a bilingual site for educators and families of English language learners. Outdoor and Nature-Based Learning: The Minnesota Department of Children, Youth, and Families has a webinar on developing outdoor spaces for learning with young children.
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References
Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., Tasnim, F., & Akinbobola, M. S. (2024). Effective nature-based outdoor play and learning environments for below-3 children: A literature-based summary. International Journal of Environmental Research and Public Health, 21(9), 1247. https://doi.org/10.3390/ijerph21091247.
Fox, H., Gessler, M., Higgins, A., & Meade, A., Warden, C., & Williams Ridge, S., (2020). Children's environmental kinship guide. https://mindstretchers.academy/pages/environmentalkinship?srsltid=AfmBOooJuJcYSPk1gC7EfeMLNOLurI_LUft5om_NffqWnufHWtzQzxh6.
Kracht, C. L., Staiano, A. E., Harris, M., Domangue, K., & Grantham-Caston, M. (2024). Modification of childcare’s outdoor setting for toddler physical activity and nature-based play: A mixed methods study. PloS One, 19(9), e0309113. https://doi.org/10.1371/journal.pone.0309113.
Larimore, R. (2019). Preschool beyond walls: Blending early childhood education and nature-based learning. Gryphon House.
Minnesota Department of Education. (2021). Early childhood outdoor learning booklet. https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD046760&RevisionSelectionMethod=latestReleased&Rendition=primary.
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. (2019). Nature-based preschool professional practice guidebook: Teaching, environments, safety, administration. Washington, DC.
Powers, J., & Williams Ridge, S. (2016). Nature-based learning for young children: Anytime, anywhere, on any budget (1st ed.). Redleaf Press.
Warden, C. (2019). Nature pedagogy: Education for sustainability. Childhood Education, 95(6), 6–13. https://doi.org/10.1080/00094056.2019.1689050.
Wirth, S., & Rosenow, N. (2012). Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms. YC Young Children, 67(1), 42–48.
Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., Tasnim, F., & Akinbobola, M. S. (2024). Effective nature-based outdoor play and learning environments for below-3 children: A literature-based summary. International Journal of Environmental Research and Public Health, 21(9), 1247. https://doi.org/10.3390/ijerph21091247.
Fox, H., Gessler, M., Higgins, A., & Meade, A., Warden, C., & Williams Ridge, S., (2020). Children's environmental kinship guide. https://mindstretchers.academy/pages/environmentalkinship?srsltid=AfmBOooJuJcYSPk1gC7EfeMLNOLurI_LUft5om_NffqWnufHWtzQzxh6.
Kracht, C. L., Staiano, A. E., Harris, M., Domangue, K., & Grantham-Caston, M. (2024). Modification of childcare’s outdoor setting for toddler physical activity and nature-based play: A mixed methods study. PloS One, 19(9), e0309113. https://doi.org/10.1371/journal.pone.0309113.
Larimore, R. (2019). Preschool beyond walls: Blending early childhood education and nature-based learning. Gryphon House.
Minnesota Department of Education. (2021). Early childhood outdoor learning booklet. https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD046760&RevisionSelectionMethod=latestReleased&Rendition=primary.
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. (2019). Nature-based preschool professional practice guidebook: Teaching, environments, safety, administration. Washington, DC.
Powers, J., & Williams Ridge, S. (2016). Nature-based learning for young children: Anytime, anywhere, on any budget (1st ed.). Redleaf Press.
Warden, C. (2019). Nature pedagogy: Education for sustainability. Childhood Education, 95(6), 6–13. https://doi.org/10.1080/00094056.2019.1689050.
Wirth, S., & Rosenow, N. (2012). Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms. YC Young Children, 67(1), 42–48.
