ABSTRACT
This chapter looks at the distinctive underpinning philosophy and principles of Danish outdoor nature pedagogy and the various historical socio-cultural, economic and policy influences that inform practice in Denmark. In England within the contexts of early childhood education there is often an attempt to identify quality outdoor approaches that will raise standards of education and care whilst dealing with diverse issues in our globally changing world. The foundations of Danish outdoor nature pedagogy can be traced back to Jean-Jacques Rousseau, Johann Pestalozzi and Friedrich Froebel. Arguably Froebel was the most significant of the pioneers for early education and care in terms of applying principles into practice. Froebel’s approach is a whole way of thinking about children and childhood based on a set of values and principles. The early childhood education and care system in Denmark, like other Nordic countries, is based on a social pedagogical approach and is publicly funded by the Danish welfare state.
