The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education

This article argues that nature connectedness should be recognized as a distinct educational goal in early childhood education programs. The author reviews environmental psychology literature and early years policy to support this position. The paper identifies gaps in current research and proposes directions for future studies on how nature connection benefits young children's development.

Key points

• Nature connectedness is not yet established as a distinct goal in early childhood curricular frameworks despite policy interest in outdoor learning
• There is international recognition of the importance of children learning about the natural environment
• Current policy calls for increased outdoor time and nature reconnection for young children
• Environmental psychology literature and early years policy have not been systematically connected on this topic
• Research gaps exist that need to be addressed to support nature connectedness as a curriculum goal

Limitations

This is a conceptual argument paper rather than empirical research, so it does not provide evidence of the actual effects of nature connectedness on child outcomes or demonstrate which interventions work best. The document does not specify which countries' policies are discussed or provide systematic data on current practices.