Abstract

Nature-based learning can be defined as utilizing nature in learning experiences to meet developmental domains. The benefits of nature-based learning and play in early childhood are significant. Children who engage in nature have active imaginations, learn new concepts and vocabulary, have respect for their environments, learn and understand biodiversity, have better problem-solving skills and so much more. Despite these benefits, the low prevalence of nature and science-based activities in early childhood classrooms continues to exist due to the lack of knowledge and confidence in these specific subjects. This thesis analyzes developmentally appropriate practices needed to effectively implement science and nature activities in the traditional classroom. This project was created to encourage early childhood educators to begin implementing nature-based activities in their everyday classroom environments. The creation of this guide will support early childhood educators in implementing developmentally appropriate practices, activities, and standards to use during gardening activities. Using these techniques provided in my guide, teachers will feel more supported, encouraged, and inspired to incorporate more science and nature into everyday classroom activities. Understanding what nature in early childhood looks like, how to appropriately implement these activities to support development, and how to continue these activities in the classroom are the main goals of this project.

Semester/Year of Award

Spring 5-5-2024

Mentor

Meg M. Gravil

Mentor Department Affiliation

Applied Human Sciences

Access Options

Open Access Thesis

Document Type

Bachelor Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Applied Human Sciences

Presentation

https://1drv.ms/p/s!AhQuhfJsm7lbgetv75li6ORClafWGA?e=G8Eupb

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