Teachers’ beliefs on child participation through nature-based activities in early childhood

Research aim. This study aimed to explore teachers' beliefs about child participation through nature-based activities in early childhood.
Theoretical background. Recognized as a fundamental right, child participation involves children’s engagement in decisions and matters that affect them from an early age across various domains. Teachers' beliefs play a significant role in shaping the level of child participation within early childhood settings, often influencing how and where children are encouraged for participation. While levels of participation may vary across daily activities, research suggests that nature-based activities offer a unique platform for genuine child participation. This cross-sectional study utilized semi-structured interviews to explore teachers' beliefs and attitudes toward child participation, both generally and specifically within nature-based activities in early childhood settings. An interview guide with 15 core questions was developed. Teachers (N = 24) from municipal early childhood settings participated in online interviews. Data was analysed through thematic analysis using the framework provided by Braun and Clark (2006).
Results. Teachers reported both observing and fostering moments of child participation, which ranged from listening to children’s views and encouraging children to express their opinions to enabling them to make independent decisions and assume responsibility for those choices. Most teachers recognized that nature settings offer unique opportunities for children to explore autonomy, spark creativity, and, when purposefully guided by the teacher, develop a sense of responsibility toward the environment and motivation for child participation.
Limitations. The study did not include teachers from rural areas or ecologically focused educational institutions, where beliefs and practices regarding child participation may differ significantly. Additionally, participants were primarily mid- to long-career professionals.
Implications. Future research should aim to capture a broader range of teachers by surveying and examining beliefs about child participation in nature and the practices employed to foster it across diverse settings.