Abstract
Although contemporary practices in early childhood education may be focusing attention away from children’s connections with the natural world, a number of lessons can be derived historically from early childhood experiences with nature and science. This chapter explores the rich inclusion of authentic nature experiences in programs for young children and also presents contemporary research surrounding practices that continue to connect young children to the local environment. In this chapter we highlight a growing body of research that offers different perspectives and contexts through which to consider the transformative power of nature in the lives of young children. By examining practices such as gardening, citizen science, place-based science, forest schools, adventure playgrounds, and mindfulness, we propose innovative and interdisciplinary explorations that will foster opportunities for young children to develop a respect and care for all life and its diversity. We conclude with a reflection on how opportunities for young children to experience nature in their early years can contribute to the development of the kind of mindfulness and hybrid thinking that continues into their adult lives.
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Tippins, D.J., Neuharth-Pritchett, S., Mitchell, D. (2015). Connecting Young Children with the Natural World: Past, Present and Future Landscapes. In: Cabe Trundle, K., Saçkes, M. (eds) Research in Early Childhood Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9505-0_13
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