This research asked: "What does existing research report about the implementation of nature-based learning and its impact on young children's social-emotional development?" The reviewed research studies reveal positive outcomes across several developmental areas.
Guiding Question: What does existing research report about the implementation of nature-based learning and its impact on young children's social-emotional development?
This study examined nature-based learning research focused on young children in early learning settings. Nature-based learning is defined as "learning through exposure to nature and nature-based activities, occurring in natural settings and where elements of nature have been brought into built environments" (Jordan & Chawla, 2019, p.2).
The research looked at what was already known worldwide, reviewing peer-reviewed studies published between 2015 and 2025. This is a decade when interest in outdoor learning has been rising rapidly (Mann et al., 2021).
Human history: For most of human history, children typically learned and played outside. Nature was like their main classroom, where they explored and learned about the world around them (Mann et al., 2021).
19th century onward: From the 19th century onward, learning slowly moved indoors. Because of this, skills that come from being in nature, like understanding and feeling connected to the environment, started to decrease (Mann et al., 2021).
The Alpha Generation: Children today spend more time indoors than before, which increases the chances of missing out on important benefits that come from outdoor experiences (Mann et al., 2021).
2015–present: From 2015 to the present, there has been a rise in nature-based learning programs around the world. Researchers are trying to understand why outdoor learning is important, while advocating for it and this study is a part of that effort (Mann et al., 2022).
Theory
This study was supported by Bronfenbrenner's Ecological Systems Theory.
Bronfenbrenner's Ecological Systems Theory (1979).
Urie Bronfenbrenner's (1979) theory explains that children don't develop in isolation. Instead, they are influenced by different layers around them. These include their close surroundings like family and school (Microsystem), how these parts connect with each other (Mesosystem), outside influences like the community (Exosystem), the larger culture and values they live in (Macrosystem), and how things change over time (Chronosystem).
The ecological theory places emphasis on the environment's significance in the lives and development of children (El Zaatari & Malouf, 2022). These environments include nature-based environments. Nature-based learning involves interaction with the physical environment, peers, caregivers, educators, and community; exactly the layers Bronfenbrenner said matter most.
This theory highlights that the environments we encounter throughout our lives have the potential to influence our behaviour in different ways; this underscores the ability outdoor environments have on influencing a child’s social-emotional behaviour and skills.
Understanding who the researcher is, and how their personal experiences influenced their work, is an important part of making research honest and transparent.
The researcher grew up preferring indoors over outdoors; even hiding inside during recess as a child. This sparked a genuine question later on in life: why didn't I value the outdoors? Could it be because I didn't have many positive nature experiences when I was young?
As an early childhood educator, this preference initially led to choosing indoor activities over outdoor ones. That's exactly the kind of bias this research aims to challenge. Conducting this study became a personal journey just as much as a professional one.
Lived Experience: Grew up preferring indoor environments. This influenced teaching practices, resulting in providing fewer outdoor learning opportunities for children.
Emotional Lens: Through education, a strong interest in the benefits of outdoor learning emerged, along with a desire to provide children with more positive experiences in nature to support their development.
Assumptions & Biases: Initially assumed that indoor and outdoor learning were equally effective. However, research later challenged this belief and showed the unique benefits of outdoor learning.