Nature-based learning as a support for child and family learning and health: a qualitative study of parental and instructor perspectives in a Canadian context

Nature can benefit learning through various mechanisms such as improved attention and mood and opportunities for physical activity. These mechanisms also support childhood health and development. Nature-based learning (NBL) is one strategy instructors can employ to harness these benefits in early childhood education. The purpose of this study was to explore parent/guardian and instructor perceptions of learning in NBL programs for young children. Following interpretive description and using interviews to engage with participants (n = 13), four themes were identified through reflexive thematic analysis. Findings indicated that NBL programs fostered a healthy foundation for learning and benefitted child mental health and social-emotional learning. Findings also suggested that NBL programs may enhance community and capacity building for children and parents, as learnings from the ‘classroom’ were brought home. The current study contributes to understandings of NBL beyond pedagogy, positioning NBL as health promoting. Recommendations have been made to support practitioners.