Teachers’ Beliefs on Nature as a Value in Early Childhood Education

Values are fundamental in early childhood education, underpinning children’s social, emotional, and moral growth. Teachers’ beliefs play a role in how values are conveyed through educational practices, influencing curriculum development, daily interactions, and teaching methods. In Latvia, educational policy emphasizes the inclusion of ten core values, one of which is nature. This study aims to examine early childhood teachers’ beliefs on nature as an educational value. A cross-sectional qualitative study was conducted using semi-structured interviews with 24 teachers from municipal and private early childhood education settings. Participants provided informed consent prior to participation, and online interviews were guided by a structured set of relevant questions. Data were analysed using an inductive thematic analysis framework. The study highlighted teachers’ recognition of the significant benefits nature offers for children’s
development in early childhood education. Teachers reported that outdoor experiences promote physical development by improving coordination, strength, endurance, and immunity. Emotional benefits included reduced stress, greater emotional stability, and increased independence. Cognitive gains were observed through enhanced concentration, curiosity, and problem-solving abilities. Additionally, nature was seen as promoting social skills such as empathy, cooperation, and reduced conflicts among children. The findings confirm that nature is perceived as a fundamental value contributing to children’s
holistic development. However, to fully integrate nature into educational practices, it is essential to explore factors that influence its implementation. Addressing these factors may strengthen the promotion of nature as a core value in early childhood education.