An exploration of nature-based play at Australian pre-schools

Motivated by the growing momentum to naturalise early years playgrounds, this study seeks to explore how pre-school aged children experience nature-based play within the naturalised playgrounds of ECEC centres. The findings point to the importance of pedagogy and the significant influence this exerts upon children’s experiences of nature-based play, their enjoyment of their play, and their learning and development, including in relation to risk literacy. The central role that pedagogy plays in shaping these experiences suggests that physical changes to ECEC playgrounds alone are not enough to afford opportunities for children’s immersion in nature-based play.