Deconstructing Settler Colonialism in Early Childhood: Nature-Based Preschool Teachers’ Nature-Connectedness Journey and Perceptions of Nature

• In Event: Disruption and Deconstruction With Early Childhood Teachers and Teacher Educators

Abstract

Nature-based early childhood education (NBECE) is a growing field with increasing professionals. Often grounded in personal journey and perceptions, pedagogical practices of NBECE teachers play a vital role in classroom experiences and nature-connectedness. This qualitative research delves into NBECE professionals’ perceptions of nature, their journey into NB-ECE, and their responses to the pervasive influence of settler-colonial values in education.
Data collection consisted of two interviews, journal entries, and cognitive mapping. Findings indicate that these teachers have a close connection and history with nature. This often translated into their feeling about NBECE. I also found that most of the teachers discussed examples of resisting nature-culture divide and human exceptionalism, with more experienced teachers more thoroughly exploring the connection to settler-colonialism.

Author

• Stacey Alfonso, University of Washington