Document Type

Honors Thesis

Major

Ecology & Environmental Sciences

Advisor(s)

Sabrina DeTurk

Committee Members

Julie DellaMattera, Eric Gallandt

Graduation Year

December, 2025

Publication Date

2025

Abstract

In recent years, a growing interest in nature-based education has challenged traditional early childhood models, prompting the emergence of alternatives such as nature preschools. These programs prioritize outdoor, play-based learning and aim to foster holistic child development through direct engagement with the natural world. This thesis explores a key question: How do preschool directors in New England perceive and implement nature-based education, and what benefits and challenges do they associate with this approach?

Framing early education as both a philosophical and environmental choice, the study examines how the physical setting of learning influences developmental outcomes. Through surveys and interviews with directors of nature preschools, the research investigates their motivations, curricular strategies, and observed impacts on children’s social, emotional, and academic growth. Preliminary findings suggest that directors view nature-based learning not only as an effective pedagogical model but also as a response to increasing concerns about children’s disconnection from the outdoors. Reported benefits include enhanced social and emotional resilience, environmental curiosity, and early physical development. Interestingly, many of the challenges identified such as behavioral management, curriculum balance, and societal skepticism, are not unique to nature-based models and closely mirror those found in traditional indoor classrooms. This research contributes to the broader conversation about what early education should look like and highlights the potential of nature preschools to reimagine learning environments for young children.

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