Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices

This article presents an exploration of three early childhood outdoor learning programs in Victoria, Australia and the conditions under which they emerged. This paper also presents a response to concerns regarding the direction of Forest Schools and the commodification of Forest School practices in the UK. The discussion, supported by examples from the three highlighted programs, illustrate how nature kindergarten programs in Victoria are built around local conditions and influences versus imported Forest School practices. The term “naked pedagogy” -- used to describe the teaching practice in the three highlighted programs – refers to child-led play without tools, toys and art supplies.

“Nature kindergarten,” in the context of this article, refers to a range of outdoor kindergarten programs in Victoria. Few such programs call themselves Forest Schools, due in part to the fact that vegetation areas in Australia are commonly known as “the bush'” versus a forest. “Bush Kinder” is another term sometimes used in reference to the outdoor kindergarten programs in Australia even though not all such programs access the bush for their outdoor learning experiences. Other natural outdoor settings used by early childhood programs include the beach, local parklands, creeks and botanical gardens. Approximately 100-150 early childhood programs in Victoria use some type of natural outdoor setting for extended periods of time. These programs are a part of Victoria's approved preschool educational system versus add-ons or standalone programs. They are thus subject to national regulations including an approved curriculum framework. This framework explicitly promotes access to natural materials, natural environments and outdoor play. The framework also mandates that sustainability and respect for the environment be embedded in everyday practices.

The three nature kindergarten programs highlighted in this paper operate in diverse natural sites and include place-based relationships. As such, they contrast with the more codified UK Forest Schools. While some nature kindergarten programs in Victoria acknowledge influence from Forest Schools in Scandinavia, their focus in developing their programs was to work within the context of their local community. Some such programs look to Aboriginal consultants to help them incorporate indigenous values and practices in their work with young children.

While the three programs described in this paper are part of an international trend to provide more outdoor educational programs for young children, they represent local responses to a range of local, state, and regional conditions and considerations. According to the authors, more research focusing on nature kindergarten programs in the context of early childhood education in Australia is warranted.