Date of Conferral

2-6-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

Nature preschools are becoming more widespread but most nature preschools in the United States are not licensed. The problem addressed in this study was that unlicensed nature preschools may present risks and challenges for children because they are unlicensed. Guided by the work of Ernst and colleagues about the safety risks inherent in nature preschools, the purpose of this basic qualitative study was to explore the perspectives of directors and teachers who work in nature preschools and parents who enroll their children in nature preschools regarding the risks and challenges for children that these preschools may present. Interviews were conducted with 5 directors, 4 teachers, and 4 parents from nature preschools in 1 state within the United States. Thematic analysis using open, in vivo coding revealed that participants perceived physical and health risks in nature preschools are minimal, children at nature preschools are as prepared for kindergarten as children who attend traditional preschools, and children who attend nature preschools may develop important social and emotional skills. Implications for practice derived from the findings in this study include suggestions that all preschool programs devote a large portion of the day outdoors in nature, that preschool playgrounds be redesigned to include more natural materials and living things, and that licensing regulations be adjusted to provide full licensing for nature preschools. By expanding access to fully licensed nature preschools, more children will be afforded the opportunity to spend meaningful time learning in nature which may promote positive social change over time.

Download

Share

 
COinS