Nature play has a strong place in early childhood education. But the authors point out that many kindergarten teachers struggle to make it a regular, planned part of the day. Limited resources, little outdoor experience and low confidence all get in the way, and there is little guidance on building a full nature play curriculum.
The researchers, based in Malaysia and Indonesia, reviewed research articles, books, policy documents and practice guidelines on nature play and kindergarten curriculum design, and used them to build a framework. Their starting point is simple: everything in a kindergarten is connected, from children and teachers to families, spaces and materials, so each part shapes the others.
The researchers propose a nature play curriculum with four parts:
1. Goals for the whole child. Goals come from children's needs at each age, from families and the local community, and from expert guidance.
2. Varied content. Activities cover all areas of learning, including math, science and art. They draw on parks, museums and other community resources, and children choose activities that match their interests.
3. Flexible delivery. Teachers plan carefully, then adjust as play unfolds and as the weather and seasons change.
4. Evaluation from many angles. Programs track children's growth and how well the curriculum works, both during the year and at the end of a term. They use views from teachers, children and parents.
The authors also identify three sets of factors that shape how well a program works.
- Space matters: an indoor nature play area and classroom nature corners, plus outdoor spots such as gardens, animal areas, and nearby parks, museums and zoos.
- People matter: children are at the center, teachers act as guides and observers, and parents are partners.
- Materials matter too: leaves, soil, seeds and other natural items prepared in advance, plus tools for observing and recording.
What this means for your practice
Start with goals, not just activities. When you plan nature play, ask what children at each age need, what families and your community can offer, and what expert guidance says. Inviting parents to help set goals and gather materials brings them into the program as partners.
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The Bottom Line
Many kindergarten teachers value nature play but find it hard to build into the school day. In this paper, researchers reviewed existing research and practice guidance to create a structured framework for a kindergarten nature play curriculum. The framework has four parts: setting goals, choosing activities, running sessions, and checking how well things are working. The researchers stress that children, teachers, parents, indoor and outdoor spaces, and materials all affect one another, so a good program plans for all of them together. They also set out practical ways to track children's progress, including observation notes, photos, reflective journals and feedback from families. For educators, the paper offers a useful guide to planning nature play as a full program rather than a one-off activity, and to showing what children gain from it.