Comparative analysis reveals varied nature-based pedagogical practices across Scandinavian kindergartens, highlighting the role of sociocultural contexts over a uniform outdoor model.
Key Points
To examine how nature operates as both a physical setting and a pedagogical partner in Scandinavian nature-based kindergartens, evaluating whether a uniform Nordic model exists.
Comparative conceptual analysis examining nature-based early childhood education practices across Norway, Denmark, and Sweden.
Application of the ecological concept of affordances to assess how learning opportunities emerge through relational and sociocultural interactions.
Identified common core commitments to child autonomy, holistic development, child-centered learning, and ecological awareness across Scandinavian programs.
Revealed substantial national and institutional divergence in pedagogical enactment driven by distinct cultural traditions, philosophies, and local environments.
Demonstrated that educational affordances do not stem automatically from natural settings but are actively co-constructed by educators and cultural context.