Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations

The study investigates how Swedish kindergarten teachers adapted to a project that aimed to increase ecosystem services in kindergartens. The services included insect hotels, bird boxes and planting various plants. The research questions are:

1. What themes emerge in the kindergarten teachers’ reflections on the project?
2. What approaches to the relationship between people and nature are visible in the kindergarten teachers’ reasoning?
3. How does the project affect kindergarten teachers and children’s connection to nature?

The results showed that the project contributed to both the kindergarten teachers and children gaining greater interest in nature. The kindergarten teachers reported increased awareness of ecosystems, as well as experiencing that the children developed a greater understanding of nature through activities such as exploring insects and plants. Key themes were children’s interest in organisms, ecosystems and gardening. In addition to increasing children’s connection with nature, the kindergarten teachers believed that the project influenced their own teaching practice and promoted a more holistic approach to sustainability in kindergarten.

The study used semi-structured interviews involving 19 kindergarten teachers from ten kindergartens. The data collection consisted of eight interviews which varied in length and which took place approximately seven to nine months after the project started. The researchers used qualitative content analysis with the aim of uncovering key themes related to connection with nature and the human-nature relationship.

Askerlund, P., Almers, E., Tuvendal, M., & Waite, S. (2022). Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations. Education 3-13, 1–12.