In the 21st century, educators are expected to have knowledge and understanding of sustainable environmental practices and the inherent value in, and opportunities for, connecting with the natural world. Furthermore, early childhood teachers have a social and moral responsibility to enact and model sustainable practices, involving young children in the conversation about the benefits of being in harmony with the natural world around them. This chapter investigates relationships that can be built between the child and the environment within our educational settings and communities, thinking about the natural and human-made resources we use, the fluidity and choices we provide to be indoors and outdoors, and the role that local ecologies play in our practice. Illustrations of practice from carbon-neutral settings, local ‘bush kindergartens’ and ‘Forest Schools’, and the pedagogical practices of specific outdoor teachers will encourage readers to consider how children’s positive relationships with nature can be facilitated and sustained in early childhood settings.
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