Engaging the Complexities of Agency, Voice, and the Climate Crisis in Nature-Based Early Learning

Situated at the intersection of early childhood education, environmental education, and participatory inquiry, this dissertation investigates the roles of children, educators, and early learning programs in responding to the climate crisis. The first paper critically analyzes theoretical and methodological approaches of research conducted with and by young children in environmental contexts. Findings underscore the importance of reflexivity, collaboration, and the creation of co-research cultures that extend beyond data collection.

The second paper documents the adaptation and implementation of Group Level Assessment (GLA) (Vaughn, 2024) as a framework for collaborative professional inquiry. This work positions teachers as knowledge producers and GLA as a particularly effective methodology for fostering collective reflection, co-constructing professional knowledge, and generating actionable pedagogical possibilities. The third paper explores climate-related impacts and adaptations in nature-based preschools through a national survey study. Findings reveal how climate events disrupt daily programming, reduce time spent outdoors, and affect land, health, and program morale, underscoring the need for climate-informed guidance, infrastructure, and professional support to ensure equitable access to nature-based learning for all children.

This dissertation advances a framework for understanding and supporting children’s agency, educator voice, and climate-responsive practice. It demonstrates the value of participatory approaches that engage children, educators, and programs in co-creating knowledge and action, offering insights for research and practice in nature-based early learning contexts and beyond.