A framework of facilitator pedagogical typologies in place-responsive, unregulated, Australian nature play programs

Nature play programs are becoming increasingly common in both regulated and unregulated early childhood education settings across Australia. While existing research has established that regulated Australian nature play programs are place-responsive, aligning with Danish Nature Kindergarten approaches (more than British Forest School models), there is negligible research among unregulated programs. In response to this gap, we investigated the philosophies and pedagogies of facilitators in unregulated, Australian nature play programs. We employed a qualitative multiple case study methodology and explored eight individual case studies through multiphase, sequential data generation. The three phases involved two focus groups, plus one individual field observation, and semi-structured interviews with each facilitator participant. Through both thematic and narrative analysis, we identified nine shared philosophical themes: nature connections, First Nations Peoples perspectives, sustainable actions, child-directed play, child-responsive interactions, risky or adventurous play, challenging mainstream paradigms, advocating and educating, and building community. However, variation in the depth of facilitators’ approaches led to our identification of three nature play facilitator typologies: nature pedagogues, nature guides, and nature players. These findings provide the first empirical insight into unregulated Australian nature play programs and introduce a framework of facilitator typologies for supporting critical reflection and professional learning. In the context of increasing nature play uptake, this study offers evidence that unregulated programs can be underpinned by place-responsive philosophies and pedagogies, thus informing future practice, policy, and guidelines for nature play in the early years sector.