Mathematics learning in the early years through nature play

ABSTRACT

In Australia, there have been a growing number of nature-based early childhood education initiatives [Alme, H., and M. A. Reime. 2021. “Nature Kindergartens: A Space for Children’s Participation.” Journal of Outdoor and Environmental Education 24: 113–131]. Research into early years’ nature education internationally remains under-theorised particularly in STEM teaching and learning. The nature or bush kindergarten programme (often referred to as ‘bush kinders’ in the Australian context), is one such programme where nature play and education occur. This paper considers how children’s mathematical thinking develops through their time spent in bush kinder settings. Using an ethnographic lens, this longitudinal study is the first of its type in Australia with a focus on STEM in bush kinders. In this paper, eight ‘powerful mathematical ideas’ are used to analyse how educators can approach teaching mathematics with only what nature provides. The paper reports one main finding, that bush kinders provide opportunities for children through educator support to build mathematical understandings through nature play. Drawing on fieldwork data and the analysis of research literature, this paper contributes to the conceptualisation of mathematics in early childhood nature play and bush kinder programmes.

KEYWORDS:

• Bush kinder
• nature play
• early childhood
• mathematics
• ethnography

Acknowledgements

We would like to thank the study’s participants, the teachers, educators and preschool children for participating in the research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval

Ethics approval has been granted for the study, HAE-15-016: Bush kinders – locating the science, through Deakin University Faculty of Arts and Education Human Ethics Advisory Group (HEAG) on May 5, 2015.