Early Childhood Nature Play in NSW, Australia

Fran Hughes, Jo Bird, and Sue Elliott present findings from a mixed-methods study of immersive nature play programs across New South Wales, Australia. Their research investigates how early childhood educators implement the programs, revealing the importance of local topography, cultural values, and community engagement. The chapter foregrounds the roles of families, communities, and First Nations Peoples in shaping these programs and emphasizes the significance of relational pedagogy, slow practice, and respect for Country. Recommendations support further policy, training, and curriculum development for nature-based learning in diverse educational settings.