Basecamp: Outdoor and Nature-Based Learning Program Models
According to the Natural Start Alliance Project outdoor and nature-based programs for young children are carried out in various locations, including schools, zoos, parks, nature centers, farms, homes, and other settings (North American Association for Environmental Education [NAAEE], 2019).
Program models may have both indoor and outdoor facilities, and participants may spend varying amounts of time outside, with some programs being entirely outdoors whenever possible.
Exploring different program models can help educators learn more about features, values, and practices that can be incorporated into their own practices.
Program models may have both indoor and outdoor facilities, and participants may spend varying amounts of time outside, with some programs being entirely outdoors whenever possible.
Exploring different program models can help educators learn more about features, values, and practices that can be incorporated into their own practices.
Key CharacteristicsEach outdoor and nature-based program takes a unique approach to early education.
Still, they often share several key characteristics:
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Features of Outdoor and Nature-Based Learning Programs
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Outdoor and Nature-Based Learning Programs Around the World
Nature-based education has been practiced globally for many years.
Friedrich Fröbel is credited with establishing the first kindergarten in Germany in the 1800s. The literal translation was “children’s garden” and focused on children accessing their own gardening space and growing in connection to nature. European and other models in Nordic nations influenced models found in the United States (NAAEE, 2019).
In Australia, the government has explicitly included access to nature in the standards for early childhood programs (Morrissey et al., 2015).
Although current program models in the United States have much in common with those worldwide, cultural differences and regulations affect how programs implement practices.
Friedrich Fröbel is credited with establishing the first kindergarten in Germany in the 1800s. The literal translation was “children’s garden” and focused on children accessing their own gardening space and growing in connection to nature. European and other models in Nordic nations influenced models found in the United States (NAAEE, 2019).
In Australia, the government has explicitly included access to nature in the standards for early childhood programs (Morrissey et al., 2015).
Although current program models in the United States have much in common with those worldwide, cultural differences and regulations affect how programs implement practices.
European ModelsA study examining practices across several European programs, including England, Scotland, Denmark, and Finland, found that programs shared several key characteristics but varied in how they implemented programming, which was closely tied to differences in their cultures (MacQuarrie et al., 2015).
For example, all programs had features that encouraged parent engagement; however, in the Finnish program, this extended to grandparents who regularly participated in programming (MacQuarrie et al., 2015). Finnish programs incorporate outdoor experiences throughout the daily routine, with nap time even taking place outdoors (Kemp & Josephidou, 2023). The shared features that European programs focused on include:
These features are also shared with nature-based programs in the United States. 
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Nature-Based Learning in the United StatesOutdoor learning programs in the United States began to be formally recognized as nature-based preschools in the 1960s (NAAEE, 2019). They were often located in nature centers, like Dodge Nature-Preschool, which opened in Minnesota in 2000, as part of the Dodge Nature Center (NAAEE, 2019; Dodge Nature Center, 2025).
Similar to programs worldwide, programs in the United States differ in service delivery and regulations but adhere to similar kinship values. These values focus on:
These are values that the NAAEE (2019) suggests might be driving the growth of nature-based programs, seen by some families as an alternative to highly academic-focused programs. The United States has seen growth in outdoor and nature-based learning programs over the past two decades (Ardonin & Bowers, 2020). However, program regulations, or the lack thereof, differ across states. In Washington, the state has enacted special licensing for outdoor and nature-based programs that address the uniqueness of these program types (NAAEE, 2023). 
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Nature-Based Learning in MinnesotaMinnesota has the third-highest overall number of nature preschools, just behind Washington and California (NAAEE, 2023).
Many early childhood outdoor and nature-based programs in Minnesota must follow general child care licensing rules or school district policies (MDE, 2021). Programs across Minnesota embrace nature-based education in:
Traditional and nature-based early childhood care and education programs in rural Minnesota are primarily delivered in family child care homes, which often have access to larger outdoor spaces (Child Care Aware, 2017). Traditional, nature-based early care and education programs in urban areas are often delivered in child care centers and schools (Child Care Aware, 2017). A common myth is that urban areas lack outdoor spaces for outdoor learning; however, Minnesota has more than one hundred forty-five forest schools, with sixty in urban areas (Minnesota Department of Natural Resources, 2025). 
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Tribal ProgramsIn North America, nature-based learning has long been practiced and remains vital in Native American culture today (NAAEE, 2019). In indigenous knowledge practices, the interconnectedness of the living world is emphasized and woven throughout understanding of the past, present, and future (Warden, 2019).
Minnesota has 11 federally recognized tribes spread across the state in both rural and urban locations, where nature-based teaching has always been part of their way of life (MDE, 2021). In Minnesota, nature-based tribal programs not only focus on traditional indigenous ways of knowing, but some are now implementing language revitalization as part of their program model (Gookonaanig endaawaad (grandmas' house), 2021). The goals of language revitalization center on:
(Kleinhans, Williams & Wells, 2011) 
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Forest SchoolsThe Minnesota Forest School program began in 1949 and is a partnership between the Departments of Education and Natural Resources (The Minnesota Department of Natural Resources, 2025).
In forest schools, educators have access to outdoor classrooms connected to local schools, which range in size from less than an acre to 300 acres and are located in rural and urban communities (The Minnesota Department of Natural Resources, 2025). Forest schools share the goal of connecting children to nature. 
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Kinship ApproachThe kinship approach to nature-based education creates environments where children can learn in nature, about nature, with nature, and for nature (Fox et al., 2020). This approach often features child-centered practices, such as a child-led, play-based, emergent curriculum that adapts to the children’s interests, diverse needs, and characteristics.
Attention is given to revisiting places in the surrounding environment and observing how they change over time, known as "place-based learning" (Fox et al., 2020). Appropriate risk-taking is valued as a way to help children develop physical and emotional resilience. An underlying goal of the kinship approach to nature-learning is to help children develop environmental literacy (Ardonin & Bowers, 2020). 
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Educators can explore the links in the Additional Resources to learn more about different program models that can help inform program development and implementation.
Additional ResourcesNature-Based Learning Programs: A case study on outdoor and nature-based programs in Minnesota by the Department of Children, Youth, and Families.
Natural Start Alliance Nature Preschools: Information on preschool models, practices, and policies, and maps of program locations. Our Proud Heritage. Take It Outside: A History of Nature-Based Education: (National Association for the Education of Young Children) History and overview of outdoor and nature-based learning for young children. Outdoor and Nature-Based Learning: Learn about different program models in the Minnesota Department of Children, Youth, and Families webinar:
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References
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.
Child Care Aware. (2017). Mapping the gap: Exploring child care supply in Minnesota. (2017). https://www.childcareaware.org/wp-content/uploads/2017/10/MinnesotaMaps1.pdf.
Dodge Nature Center. (2025). Dodge Nature Center Preschool. https://www.dodgenaturecenter.org/preschool.
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.
Gookonaanig endaawaad (grandmas' house). (2021). Ojibwemotaadidaa Omaa Gidakiiminaang. https://ojibwemotaadidaa.weebly.com/gookonaanig-endaawaad.html.
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.
Kleinhans, A. H., Williams, M., & Wells, W. (2011). Dakota and Ojibwe language revitalization in Minnesota. https://www.legacy.mn.gov/sites/default/files/resources/2011_Dakota_and_Ojibwe_Language_Report.pdf.
MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education and Outdoor Learning, 15(1), 1–23. https://doi.org/10.1080/14729679.2013.841095.
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.
Minnesota Department of Natural Resources. (2025). About forest schools. https://www.dnr.state.mn.us/schoolforest/about.html.
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. Natural Start Alliance.
North American Association for Environmental Education. (2023). Nature preschools in the united states 2022 national survey. Washington, DC: https://naturalstart.org/sites/default/files/staff/natstart_2022_national_survey_final_draft.pdf.
Warden, C. (2019). Nature pedagogy: Education for sustainability. Childhood Education, 95(6), 6–13. https://doi.org/10.1080/00094056.2019.1689050.
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.
Child Care Aware. (2017). Mapping the gap: Exploring child care supply in Minnesota. (2017). https://www.childcareaware.org/wp-content/uploads/2017/10/MinnesotaMaps1.pdf.
Dodge Nature Center. (2025). Dodge Nature Center Preschool. https://www.dodgenaturecenter.org/preschool.
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.
Gookonaanig endaawaad (grandmas' house). (2021). Ojibwemotaadidaa Omaa Gidakiiminaang. https://ojibwemotaadidaa.weebly.com/gookonaanig-endaawaad.html.
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.
Kleinhans, A. H., Williams, M., & Wells, W. (2011). Dakota and Ojibwe language revitalization in Minnesota. https://www.legacy.mn.gov/sites/default/files/resources/2011_Dakota_and_Ojibwe_Language_Report.pdf.
MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education and Outdoor Learning, 15(1), 1–23. https://doi.org/10.1080/14729679.2013.841095.
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.
Minnesota Department of Natural Resources. (2025). About forest schools. https://www.dnr.state.mn.us/schoolforest/about.html.
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. Natural Start Alliance.
North American Association for Environmental Education. (2023). Nature preschools in the united states 2022 national survey. Washington, DC: https://naturalstart.org/sites/default/files/staff/natstart_2022_national_survey_final_draft.pdf.
Warden, C. (2019). Nature pedagogy: Education for sustainability. Childhood Education, 95(6), 6–13. https://doi.org/10.1080/00094056.2019.1689050.
