Young Children Claiming Their Connection with Nonhuman Nature in Their Schoolground

Abstract

This field report examines whether connection with nature was a priority for the young children attending an environmental education program in a Greek day nursery and the ways these children were involved in the “naturalization” of their schoolground. The report presents recommendations and pedagogical guidelines for a place-based approach to environmental education programs that includes young children’s connection with nonhuman nature in their immediate environment. It is argued that children’s connection with nonhuman nature in their schoolgrounds will not be established through official channels or conventional educational structures, but claimed by the children and their educational communities.