Abstract

Play is widely considered one of the most crucial activities for healthy early childhood development, yet many current early childhood education (ECE) programs prioritize academics at the expense of this critical activity. Despite this focus on math and literacy skills, a significant number of children arrive at kindergarten unable to demonstrate proper school readiness. Nature-based early childhood education (NbECE) is a growing alternative education option that prioritizes risky play, loose parts play, and nature play, potentially providing children with countless opportunities for school-readiness development through play. Guided by the biophilia hypothesis (Wilson, 1984), which suggests that humans are innately drawn to and physiologically benefit from contact with the natural world, this qualitative case study sought to further understand the relationship between different types of play and school readiness development, as defined by the Head Start Early Learning Outcomes Framework, in children who attend NbECE programs. Through document analysis and insights from educators and parents at the Rain or Shine School, a nature-based in-home preschool and daycare in the Pacific Northwestern region of the United States, findings revealed three themes that suggest that NbECE programs support school readiness development: fostering agency through play, nature’s role in development, and creating space to be. Furthermore, loose parts play and risky play were found to aid in creativity exploration and self-regulation skills. These findings provide insight into how nature shapes children’s foundational social and emotional development. Implications and recommendations for ECE professionals and policymakers are detailed in Chapter 5.

Library of Congress Subject Headings

Outdoor education; Nature study--Early childhood education; School readiness

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Ebony Cain

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