Exploring the relationship between immersive nature play programs and children’s social-emotional wellbeing - A multiple case study

In Australia, the early childhood education (ECE) encompasses services for children prior to their entry to formal schooling. Preschools, kindergartens and childcare settings emphasise play-based learning which focuses on holistic child development. The Australian government plays a significant role in regulating and supporting ECE, through implementation of the National Quality Framework (NQF). One of the central guiding documents within this framework, the Early Years Learning Framework (EYLF), requires that educators support children’s social- emotional (SE) wellbeing in their settings. Drawing influence from the international Forest School movement, immersive nature play programs (INPPs) are emerging more and more across Australia either as standalone programs or within ECE services. While there exists research exploring the benefits of these programs on children’s learning and development, particularly internationally, there is a paucity of research focusing on INPPs and their connection to children’s SE wellbeing in an Australian ECE context.

This study aimed to explore the relationship between INPPs and children’s SE wellbeing in ECE settings in Australia, through the perspectives of key stakeholders - educators, children and parents/guardians. It aimed to examine specific principles which drive and determine the practice of educators in the INPPs, the perspectives of children, educators and parents on the relationship between INPPs and SE wellbeing and the key elements that influence the relationship between INPPs and SE wellbeing.

A qualitative research design offered an effective means of exploring the relationship between INPPs and SE wellbeing. This multiple case study involved three INPPs in Australia - one location being in bushland/rainforest, another at the beach and another on a tidal riverbank. Participants were educators, children who took part in these programs, and the children’s parents/guardians. Given the strong connection to SE wellbeing, the study was framed by Basic Psychological Needs Theory (BPNT) which is a sub-theory of Self-Determination Theory (SDT). Methods of data collection involved questionnaires, observations, document analysis, a small group drawing experience and discussion, and interviews. The data analysis was an involved process of thematic analysis that helped to verify theories and draw conclusions in later stages of the research.

The findings revealed a positive relationship between this fast-growing educational approach and children’s SE wellbeing. INPPs are conducive to children’s SE wellbeing, and experiences within these programs have multifaceted benefits for children, with the potential to enhance their SE wellbeing. When INPPs provide opportunities for children to meet their basic psychological needs for autonomy, competence and relatedness, INPPs can be an exciting and worthwhile way to enhance children’s SE wellbeing.

This study is a significant addition to the growing evidence base relating to practice in INPPs in Australia, helping to address the gap in research pertaining to the relationship between INPPs and children’s SE wellbeing. INPPs provide a unique opportunity for educators to meet the SE wellbeing related outcomes within the EYLF. It confirms research on INPPs in the broader context, reiterating that learning in nature, with peers and responsive educators, immersed in an environment rich with beneficial risk, strengthens the SE wellbeing of children and provides a multitude of positive outcomes.