Facilitating STEM Learning Through Nature: Teaching and Learning in Early Childhood
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 November 2026 | Viewed by 16
Special Issue Editors
Interests: nature based teaching and learning; early childhood stem; bush kinder
Interests: International education; early childhood education; early years and primary STEM; mathematics in nature
Special Issue Information
Dear Colleagues,
The tradition of outdoor learning has been influential in the development of a range of nature-based approaches to early childhood education in contexts such as Nordic countries and the UK for well over 50 years. Examples of nature-based approaches, such as forest kindergartens and nurseries, give children the time to learn in and about nature whilst also participating in nature or bush kinders. Across the globe, in places such as China, Japan, Turkey, Australia, and Canada, natural spaces, including parklands, forests, and beaches, are being recognised as valuable contexts for early childhood education. These natural spaces provide a myriad of opportunities for early childhood educators to integrate STEM teaching and learning into children’s experiences. STEM teaching can be experienced in an integrated fashion where more than one of the four domains coalesce as part of the learning, or they can exist in isolation, where science teaching forms part of the time spent in nature.
In this Special Issue, original research articles and reviews are welcome. Research areas may include, but are not limited to, the following: the teaching and learning of integrated STEM in nature-based contexts; the teaching of science, technology, engineering, and mathematics in nature-based contexts; and teacher education relating to nature-based early childhood approaches to STEM. This Special Issue will showcase studies on these learning contexts and research that enhances the knowledge, skills, and confidence of pre- or in-service teachers and educators to engage young learners in STEM.
The scope of this Special Issue includes, but is not limited to, the following:
- STEM teaching and learning in nature;
- Learning and teaching using nature pedagogy;
- Teacher education relating to STEM in nature;
- Science or Technology or Engineering or Mathematics Nature play;
- STEM education in nature for pre-service teachers.
Suggested themes include the following:
- Early childhood education;
- Nature play;
- STEM education;
- Outdoor education.
We look forward to receiving your contributions.
Dr. Christopher Speldewinde
Dr. Jennifer Cutri
Dr. Anamika Devi
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- nature-based early childhood education
- bush kinders
- forest kindergartens
- stem
- science
- technology
- engineering
- mathematics
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.
Further information on MDPI's Special Issue policies can be found here.
