“Play and learning are like the wings of a butterfly – one cannot exist without the other” Carlina Rinaldi
After attending the recent Early Childhood Australia National Conference in Brisbane, I felt deeply inspired by the sessions on Slow Pedagogy, particularly the discussions on “enabling environments” that support the richest learning experiences and developmental opportunities for children. This concept resonated with the work we do at Educated by Nature. One particular workshop and the keynote by Alison Clark the following morning made me reflect on how our programs support educators and teachers in seeing the innate benefits of taking inspiration from nature—slowing down, connecting to the natural world, following natural rhythms, and recognising the environment as the third teacher.
Through this blog, I hope to share some of these reflections and the theoretical foundations behind our approach, integrating ideas from educational pioneers, contemporary thought leaders, and global movements.
The Garden as a Classroom: Froebel and the Concept of Slow Pedagogy
Friedrich Froebel, often regarded as the father of kindergarten, introduced the concept of learning through play in nature, where education was likened to tending a garden—children, like seedlings, grow best in environments that are rich, nurturing, and allowed to develop at their own pace. This idea laid the groundwork for slow pedagogy, a philosophy that encourages educators to resist the pressures of rushing through learning outcomes, allowing children to deeply engage with their surroundings and follow their innate curiosity.
In these natural spaces, time slows, and children can truly connect with their environment—turning over stones, observing the clouds, or gathering leaves. Such practices cultivate dispositions of the heart, nurturing qualities like patience, empathy, and reverence for the living world. When children spend unhurried time in nature, they develop emotional resilience, a sense of stewardship, and an understanding of how their own growth mirrors the growth of the world around them.
The Environment as the Third Teacher: Reggio Emilia Approach
The Reggio Emilia approach goes beyond Froebel’s theories by emphasising that the environment itself acts as a “third teacher.” In outdoor environments, every element—from trees to rivers to the sky—invites children to explore and engage. Learning here is organic, not confined to textbooks or worksheets, but revealed through touch, sight, sound, and movement. The natural world becomes an active participant in the child’s learning process, fostering curiosity and creativity.
Educators in this approach are not directors but guides, creating spaces that offer opportunities for exploration while following the child’s lead. Such environments embrace other-than-human pedagogies, reminding us that education is not just about human relationships, but also about our relationship with the living world around us. In recognising the value of the non-human elements in education, we help children build a deeper, more respectful connection with nature.
Beyond Human and Other-Than-Human Pedagogies
Beyond-human pedagogies encourage us to shift from viewing nature as a backdrop for human activity to recognising it as an active participant in learning. By encouraging children to form meaningful relationships with trees, rocks, animals, and rivers, we instil in them a sense of connection and respect for the more-than-human world.
Robin Wall Kimmerer captures this perfectly in her writings:
“The animacy of the world is something we already know, but the language of animacy teeters on extinction—not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation. Saying it makes a living land into ‘natural resources.’ If a maple is an it, we can take up the chain saw. If a maple is a her; we think twice.” — Robin Wall Kimmerer
At Educated by Nature, we aim to nurture the innate connection children feel toward the natural world by allowing them to see nature as alive, intentional, and deserving of care.
Biophilia: The Innate Love for Nature
The concept of biophilia—the inherent human love for the natural world—suggests that our connection to nature is not something that needs to be created, but rather remembered. Children instinctively gravitate toward plants, animals, and outdoor play. Our role as educators is to create environments that support and deepen this connection.
Children who are given the opportunity to play and learn in nature demonstrate increased creativity, empathy, and emotional regulation. Natural environments support not only academic growth but also the development of social skills, emotional intelligence, and physical health. Through experiences like climbing trees, digging in the earth, and observing wildlife, children learn in ways that nurture both the mind and the heart.
Aligning with the Sustainable Development Goals
Our work with nature-based education aligns with global movements like the United Nations’ Sustainable Development Goals (SDGs), particularly Goal 4, Quality Education, and Goal 15, Life on Land. By fostering a connection with nature in early childhood, we help children develop a sense of responsibility toward the environment and a commitment to sustainable living practices.
In natural learning environments, children also cultivate a sense of global citizenship. They learn that their actions have consequences and that they are part of a larger ecosystem that includes not just humans, but animals, plants, and the planet itself.
Deep Nature Connection
Jon Young’s work on Deep Nature Connection emphasises the importance of going beyond simply “being in” nature to truly “connecting with” nature. This practice involves cultivating an intimate, reciprocal relationship with the land, much like indigenous cultures have done for generations. Deep Nature Connection invites us to listen deeply to the natural world, to observe its rhythms, and to respond with gratitude and care.
For children, Deep Nature Connection might look like following animal tracks, watching the seasonal changes in a favourite tree, or creating rituals of gratitude for the natural world. Through these practices, children develop a profound sense of belonging and responsibility to the Earth, seeing themselves not as separate from nature but as an integral part of it.
The Australian Context: Early Years Learning Frameworks and National Quality Standards
In Australia, the Early Years Learning Framework (EYLF) and the National Quality Standards (NQS) place great emphasis on sustainability and respect for the environment in early childhood education. These standards support our belief in the transformative power of nature-based learning.
As the EYLF states:
“Children are supposed to appreciate that sustainability embraces social and economic sustainability—as well as environmental sustainability—and to engage with concepts of social justice, fairness, sharing, democracy, and citizenship.” — EYLF pg 18
At Educated by Nature, we support educators in meeting these standards by creating programs that emphasise nature connection, play, and sustainability. Our programs not only foster academic and social development but also equip children with the tools to become active, compassionate stewards of the Earth.
Conclusion: Planting the Seeds for a Greener Future
By taking inspiration from Slow Pedagogy, the Reggio Emilia approach, biophilia, and Deep Nature Connection, we can create learning environments that foster meaningful connections between children and the natural world. These connections not only support academic growth but also nurture the heart, preparing children to engage with the world as compassionate, mindful stewards.
Let us continue to slow down, listen, and learn from nature, ensuring that every child feels a deep sense of belonging and responsibility to the Earth.
To learn more about the ways that Educated by Nature can help embed Slow Pedagogies, Deep Nature Connection and Nature Pedagogy in your School or Early learning Centre, visit our page here.