Learning Biology in the Early Years Through Nature Play in the Forest: An Exploratory Study from Slovenia

Abstract

Nature play is defined as freely chosen, unstructured interactions with and in nature. The aim of this study was to find out how nature play provides preschool children with play episodes where they experienced biological phenomena and living organisms. 21 four-to-six-year-old children from a preschool in Slovenia participated in the study. They were told to play in the forest. Their play was observed over four consecutive days, with each session lasting 1 h and a half. Three randomly selected children were equipped each time with small video cameras attached to their heads to automatically record sound and images from their perspective. The recordings were transcribed and edited, independently reviewed and analysed. 12 recordings were analysed, a total of 1167 min. 14.9% of the time was identified as play episodes in which the children experienced biological phenomena. The children paid more attention to animals than plants and fungi. Experiences with observed animals were more emotionally engaging and led to deeper learning about them. Many of the play episodes in which the teachers were invited to join were longer and led to deeper learning. This study has shown the importance of nature play for learning biology in early years.