“ Listening to the wind, watching the children ”: Chinese teachers’ perspectives on social-emotional learning in nature-based early childhood education

Social-emotional learning(SEL) is an important aspect of early childhood education(ECE). However, little is known about how ECE teachers support SEL in nature-based settings, particularly in non-Western contexts. This study explores how Chinese teachers conceptualise, implement, and reflect on young children’s SEL in nature-based environments. Drawing on ecological systems theory and embodied cognition, the study views SEL as a dynamic, relational process shaped by social interaction, physical environments, and cultural norms. Data were collected through in-depth semi-structured interviews with 24 ECE teachers from three public kindergartens in Hangzhou, China. Thematic analysis showed that the teachers viewed nature as a co-educator that fosters emotional regulation, cooperation, and empathy through embodied, child-led experiences. The ECE teachers supported SEL through responsive strategies in nature-based environments, such as designing social spaces, facilitating reflection, and adjusting support based on individual needs. However, they also faced challenges, including limited continuing professional development training, unclear SEL goals in curriculum, parental scepticism, and role ambiguity in pedagogical practices. This study contributes to environmental education in ECE by foregrounding teachers’ voices and highlighting culturally situated understandings of SEL. It calls for context-sensitive professional development and broader public engagement to support emotionally-rich and culturally-responsive nature-based ECE in China and beyond.