Professional Development: Outdoor and Nature-Based Learning
Providing learning opportunities for young children through outdoor and nature-based programs requires skills and competencies beyond those typically included in foundational early childhood training.
Educators can benefit from professional development and training on topics specific to outdoor and nature-based learning practices. Quinones (2023) notes that educators' support and attitudes are key in promoting outdoor and nature-based experiences for young children.
Educators can benefit from professional development and training on topics specific to outdoor and nature-based learning practices. Quinones (2023) notes that educators' support and attitudes are key in promoting outdoor and nature-based experiences for young children.
Leadership SupportResearch indicates that educators need professional development and leadership support to successfully implement positive outdoor and nature experiences for young children (Kemp & Josephidou, 2023; Kiviranta et al., 2024).
Educators can benefit from professional development topics such as:
Educators can access research-based instructional support to help them make informed decisions about how to plan for children’s learning (Li et al., 2017). 
iStock.com/Guillermo Spelucin Runciman
Curriculum & Learning SupportProfessional development can help educators see how to meet learning standards and adapt curriculum, observation, and assessment practices traditionally designed for indoor classrooms.
Community PartnersProgram leaders and educators can collaborate with community partners, such as master gardeners or naturalists, to offer additional training or professional development (NAAEE, 2019).
Learn more about ways to connect with the community in the Bridge: Environmental Literacy section. |
Safety and Risk TrainingTraining specific to safety and risk-taking ensures practices are maintained at levels necessary to encourage risky play while keeping children’s overall safety in mind (Ernst, 2025). Educators can participate in specialized training to learn more about planing for risky play and developing safety policies.
More resources are available for understanding and planning for Safety and Risk taking. See the Additional Resources for links to Professional Development and Safety Training Resources. Additional ResourcesFree and Low-Cost Professional Development and Training:
The Jeffers Foundation: A Minnesota philanthropic organization that provides resources to educators for outdoor and nature-based learning. They host professional development and training events, provide educators with resources, and offer a variety of grant programs for outdoor and nature-based learning. Outdoor and Nature-Based Learning: The Minnesota Department of Children, Youth, and Families has 13 webinars offering free professional development on outdoor and nature-based learning topics, including:
Higher Education Opportunities: Hamline University: Nature-Based Early Learning Certificate University of Minnesota Duluth: Childhood Nature Studies |
References
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.
Kiviranta, L., Lindfors, E., Rönkkö, M., & Luukka, E. (2024). Outdoor learning in early childhood education: Exploring benefits and challenges. Routledge. https://doi.org/10.1080/00131881.2023.2285762.
Li, M., Nyland, B., Margetts, K., & Guan, Y. (2017). Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China. International Journal of Child Care and Education Policy (Seoul), 11(1), 1–17. https://doi.org/10.1186/s40723-017-0035-9.
North American Association for Environmental Education. (2019). Nature-based preschool professional practice guidebook: Teaching, environments, safety, administration. Washington, DC.
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.
Kiviranta, L., Lindfors, E., Rönkkö, M., & Luukka, E. (2024). Outdoor learning in early childhood education: Exploring benefits and challenges. Routledge. https://doi.org/10.1080/00131881.2023.2285762.
Li, M., Nyland, B., Margetts, K., & Guan, Y. (2017). Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China. International Journal of Child Care and Education Policy (Seoul), 11(1), 1–17. https://doi.org/10.1186/s40723-017-0035-9.
North American Association for Environmental Education. (2019). Nature-based preschool professional practice guidebook: Teaching, environments, safety, administration. Washington, DC.
