Education in nature and learning science in early childhood: a fertile and sustainable symbiosis

This paper reflects upon the value of education in nature, its features and particularities and especially its relationship with learning science and sustainability early in childhood. The relationship with the natural environment is closely linked to learning. Nature is replete with risk, emotions, challenges, etc. Walking through a fierce storm, running down a hill, or wading a river produce fear, courage, the desire to overcome difficulties and the subsequent joy in achieving it. Nature generates questions such as “Why do trees drop their leaves?”, “How does a beetle breathe?” or “What is the name of this flower?”. To answer these questions, children instinctively investigate. They form hypotheses, make choices and propose solutions. It is their way of training to learn science in the future. Likewise, constant contact with nature encourages ecological awareness, as well sustainable behaviour in harmony with the environment. All of that requires the involvement of the educational community, as well as a paradigm change towards a more complex view of education, issues this paper will focus on.