individual explorations. These centers can include materials such as bilingual picture books, labeled nature items( leaves, rocks, and flowers), and writing tools for children to create texts or labels in both languages.
› Facilitate nature-based play. To guide children to explore nature through play, educators can set up nature-themed dramatic play areas, where children can pretend to be gardeners, park rangers, or scientists exploring the outdoors. Teachers can provide role-play prompts and props such as magnifying glasses, watering cans, and baskets. Children should be encouraged to describe their actions, share their discoveries, and role-play scenarios in both their home and second languages. This fosters language development through imaginative and interactive play.
About the Authors
María G. Arreguín, EdD, is professor of early
childhood and elementary education at the University of Texas at San Antonio. María’ s research focuses on the intersections of early childhood and dual language development as well as nature-based affordances for cognitive development. maria. arreguin @ utsa. edu
Rica Ramírez, PhD, is an assistant professor of early childhood and elementary education at the University of Texas at San Antonio. Rica studies school and home factors that promote bilingual language development among young Latino / a children.
References
Acar, I., & J. Torquati. 2015.“ The Power of Nature: Developing Prosocial Behavior Toward Nature and Peers Through Nature- Based Activities.” Young Children 70( 5): 62 – 71.
Agostini, F., M. Minelli, & R. Mandolesi. 2018.“ Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories.” Frontiers in Psychology 9: 1911. doi. org / 10.3389 / fpsyg. 2018.01911.
Alanís, I., I. Salinas-González, & M. G. Arreguín-Anderson. 2015.“ Developing Biliteracy with Intentional Support: Using Interactive Word Walls and Paired Learning.” Young Children 7( 4): 46 – 51.
Alanís, I., M. G. Arreguín, & I. Salinas-González. 2021. The Essentials: Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten. NAEYC.
Ardoin, N. M., & A. W. Bowers. 2020.“ Early Childhood Environmental Education: A Systematic Review of the Research Literature.” Educational Research Review 31: 100353.
Arreguín, M. G. 2021.“ Environmental Education for Toddlers and Their Caretakers as a Context for Language Development: Opportunities and Challenges.” International Journal of Early Childhood Environmental Education 8( 2): 4 – 15.
Arreguín, M. G., I. Alanís, & I. Salinas-González. 2023.“ An Interdisciplinary Biliteracy Sequence: Aligning Daily Instruction with the Way Young Bilingual Children Learn.” Childhood Education 99( 4): 40 – 46.
Arreguín-Anderson, M. G. 2015.“ Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase Mágica Site.” Global Education Review 2( 2): 43 – 52.
Arreguín-Anderson, M. G., & I. Alanís. 2019. Translingual Partners in Early Childhood Elementary-Education: Pedagogies on Linguistic and Cognitive Engagement. Peter Lang Publishing.
Baker, S. T., S. Le Courtois, & J. Eberhart. 2021.“ Making Space for Children’ s Agency with Playful Learning.” International Journal of Early Years Education 29( 4): 1 – 13. doi. org / 10.1080 / 09669760.2021.1997726.
Ballantyne, R., & J. Packer. 2009.“ Introducing a Fifth Pedagogy: Experience-Based Strategies for Facilitating Learning in Natural Environments.” Environmental Education Research 15( 2): 243 – 62.
Beate Remmen, K., & E. Iversen. 2022.“ A Scoping Review of Research on School-Based Outdoor Education in the Nordic Countries.” Journal of Adventure Education and Outdoor Learning 23( 4): 433 – 51.
Beeman, K., & C. Urow. 2013. Teaching for Biliteracy: Strengthening Bridges Between Languages. Caslon Publishing.
Bingham, G. E., H. K. Gerde, C. Zhang, & X. Y. Zhang. 2023.“ Supporting the Writing Development of Emergent Bilingual Children: Universal and Language-Specific Approaches.” The Reading Teacher 76( 4): 390 – 99.
Bishop, R. S. 1990.“ Mirrors, Windows, and Sliding Glass Doors.” Perspectives 6( 3): ix – xi.
Chawla, L. 2007.“ Childhood Experiences Associated with Care for the Natural World: A Theoretical Framework for Empirical Results.” Children, Youth and Environments 17( 4): 144 – 70.
Dyment, J. E., & T. G. Potter. 2015.“ Is Outdoor Education a Discipline? Provocations and Possibilities.” Journal of Adventure Education and Outdoor Learning 15( 3): 193 – 208.
Escamilla, K., S. Hopewell, S. Butvilofsky, W. Sparrow, L. Soltero-González, et al. 2014. Biliteracy from the Start. Caslon Publishing.
14 Young Children
Summer 2025