ABSTRACT
In this chapter, the authors discuss trends and challenges in early childhood education (ECE) and outdoor play and learning. They argue that the methodological perspectives construct children and childhood in particular ways and contribute to their knowledge of relationships between children, nature and culture. Physical and social changes in urban environments, understandings about children and play and shifts in early childhood philosophy, curriculum and pedagogy over the last two decades have created both boundaries and opportunities for children in relation to outdoor play in nature. Across the world, countries vary in how they provide ECE and in each country national policies and values as well as cultural-historical ideas and philosophies are deeply intertwined with the everyday pedagogy. The outdoor environment is depicted as offering different experiences to promote children’s learning and development. Eco-feminists such as V. Plumwood argue for the interconnectedness between humans and nature and humans and non-humans.
