Date of Conferral
4-15-2024
Date of Award
April 2024
Degree
Ph.D.
School
Education
Advisor
Dr. Amy White
Abstract
There are several benefits of nature-based learning (NBL), and participation in NBL supports developmental outcomes, especially in early childhood education; however, there was little research on how to successfully implement NBL. The purpose of this qualitative case study was to explore the experiences of early childhood NBL leaders as they initiated and maintained NBL programs in the United States. The conceptual framework comprised elements of experiential learning theory, Bronfenbrenner’s ecological systems theory, and place-based learning theory. Data were captured through interviews with 14 early childhood leaders (ECLs), observations of six learning spaces, and site-based document analysis. Data were transcribed, coded, and analyzed using open coding. The iterative process yielded six themes. In Themes 1-3, ECLs indicated they prioritized physical and philosophical structures, faced substantial risks and challenges, and served as leadership catalysts when initiating NBL programs. In Themes 4-6, ECLs cited continuous collaboration and improvement, ongoing needs for compliance and success, and maintaining authentic relationships as keys to maintaining successful NBL programs. Findings may provide ECLs with best practices, resources, and support for creating positive social change through opportunities for families and early childhood students to learn with and through nature, thereby enhancing awareness, support, and environmental improvements through NBL.
Recommended Citation
Atler, Dr. Kristina Henrika, "Experiences of Early Childhood Leaders in U.S. Nature-Based Learning Programs" (2024). Walden Dissertations and Doctoral Studies. 15645.
https://scholarworks.waldenu.edu/dissertations/15645
