Nature-Based Early Childhood Education
Examining Issues of Equity
Monica Wiedel-Lubinski
Editors’ Note: There has been a rising interest in the environment and the natural world along with an increased focus on nature-based learning. In response, NAEYC recently published Nature-Based Early Childhood Education, written by Monica Wiedel-Lubinski. It includes a discussion of what nature-based education is and the benefits of it in early childhood, examples in action, an overview of the expectations and requirements of nature-based educators and programs, and more.
In the following excerpt, the author describes the challenges to equitable nature-based learning as well as ways of honoring children and families when creating a new nature-based program or increasing nature-based learning at an existing setting.
Because people are part of the natural world, it stands to reason that nature-based learning is available to everyone. But this hasn’ t been the case for many children. As nature-based programs take root alongside other environmental initiatives, we must be careful that they don’ t inadvertently“ reinforce inequalities or lead to new forms of social exclusion”( Tozer et al. 2020). Children whose families live at or below the poverty level face disproportionate challenges when it comes to attendance in nature-based programs.
A national study conducted in 2017 by the Natural Start Alliance, with partners from the Eastern Region Association of Forest and Nature Schools, the Washington Nature Preschool Association, and the Northern Illinois Nature Preschool Association, revealed extreme disparities among the participants of nature-based programs. The survey noted that 83 percent of children in nature-based programs were White, suggesting barriers to equitable access( NAAEE 2017).
This is shocking, considering census data shows that less than 50 percent of children under age 5 in the United States are non-Hispanic White( Frey 2019). The survey also found that less than 5 percent of children received special education services or were dual language learners, yet nationally 13 percent of children receive special education services, and nearly one-fifth of all American children live in a dual language household( NAAEE 2017; Frey 2019).
Licensing of immersive nature-based programs is not available in all states, which is a significant contributing factor to equitable access for all children, particularly those who need financial assistance and specialized services to attend. These are challenges that nature-based early childhood education practitioners and advocates are working diligently to address to ensure all children can reap the benefits of nature-based learning.
Here are some of the most pressing considerations:
› Cost: Are programs free or offered on a sliding scale? Is financial assistance available either from the school or state subsidies? Can every family afford to attend?
› Hours of operation: Can families with two full-time working parents or families with one single working parent realistically receive care if they want to attend these programs?
› Location: Do families need a car to attend? Are programs located within walking distance of public transportation?
› Safety: Is there crime, pollution, traffic, or other safety concerns in the immediate area?
› Representation: Does staff diversity reflect children in the community and those you would like to serve?
30 Young Children
Winter 2025