Introduction
Abstract
This chapter introduces a global exploration of nature-based education for young children, situating contemporary practices within historical, philosophical, and cultural contexts. It highlights the pedagogical significance of outdoor learning across diverse settings, examining theoretical frameworks, empirical research, and critical debates around nature, risk, and childhood. Drawing on humanist, posthumanist, and Indigenous perspectives, the chapter frames nature education as both a pedagogical approach and a site of ideological negotiation amid environmental and social transformation.
Fields of Study & Subjects
Outdoor and Experiential Education
Environmental and sustainability education
Indigenous and Place-Based Education
Publication details
- Journal / source
- Routledge eBooks
- Pages
- 1–18
- Publication date
- 16 January 2026
- Language
- EN
- Document type
- Book chapter