Moving toward Nature: Teacher Candidates' Experiences with Nature-Based Learning in a Nature Reserve Field Setting
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| Title: | Moving toward Nature: Teacher Candidates' Experiences with Nature-Based Learning in a Nature Reserve Field Setting |
|---|---|
| Language: | English |
| Authors: | Stacie Hoffer Nowikowski |
| Source: | International Journal of Early Childhood Environmental Education. 2025 12(2):20-36. |
| Availability: | North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education |
| Descriptors: | Preservice Teachers, Early Childhood Education, Recreational Facilities, Outdoor Education, Field Experience Programs, Teaching Experience, Partnerships in Education, Skill Development, Pedagogical Content Knowledge, Teacher Attitudes |
| Geographic Terms: | Pennsylvania |
| ISSN: | 2331-0464 |
| Abstract: | Nature-based early childhood education programs and nature-based learning initiatives have deep roots in historically documented European nature education and the American Nature Study Movement. Education experiences in nature are designed to capitalize on the curiosity and natural explorational tendencies of young children to support quality and health-conscious early childhood learning experiences. While significant documentation exists that education in nature is beneficial for early childhood students, there are significantly fewer opportunities to explore the impact of putting teacher candidates into these unique placements or how implementing a field course at a nature reserve might affect a teacher candidate's attitude, skill development, and confidence toward educational experiences in natural environments. The lack of research begs a need for more exploration of field partnerships in nature-based preschools or in programs which contain elements of nature-based learning to attempt to find patterns in the development of teacher candidates who participate in these unique settings. This article is a qualitative study of a year-long field partnership between an early childhood teacher preparation program and a local nature reserve. The local nature reserve became a field site opportunity for candidates to be introduced to nature-based learning initiatives. Areas for research included the examination of reflections and focus group interview data related to participant prior knowledge, definitions, attitudes, and skill development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485168 |
| Database: | ERIC |
| Abstract: | Nature-based early childhood education programs and nature-based learning initiatives have deep roots in historically documented European nature education and the American Nature Study Movement. Education experiences in nature are designed to capitalize on the curiosity and natural explorational tendencies of young children to support quality and health-conscious early childhood learning experiences. While significant documentation exists that education in nature is beneficial for early childhood students, there are significantly fewer opportunities to explore the impact of putting teacher candidates into these unique placements or how implementing a field course at a nature reserve might affect a teacher candidate's attitude, skill development, and confidence toward educational experiences in natural environments. The lack of research begs a need for more exploration of field partnerships in nature-based preschools or in programs which contain elements of nature-based learning to attempt to find patterns in the development of teacher candidates who participate in these unique settings. This article is a qualitative study of a year-long field partnership between an early childhood teacher preparation program and a local nature reserve. The local nature reserve became a field site opportunity for candidates to be introduced to nature-based learning initiatives. Areas for research included the examination of reflections and focus group interview data related to participant prior knowledge, definitions, attitudes, and skill development. |
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| ISSN: | 2331-0464 |
