Nature Pedagogy
A Transformative Approach to Nature-Based Learning
Imagine a world where the unexpected wonders of the natural world drive your experiences with children, rather than a predetermined set of tasks.
Consider the joy and motivation for children and adults as you learn in, about, from and with the natural world which is documented flexibly in a Talking and Thinking FloorbookTM.
That’s the belief at the heart of Nature Pedagogy.
In this approach, nature is not just a setting—it is a teacher in its own right. Children learn with nature, not simply in it.
Originally theorised by Dr Claire Warden in her doctoral thesis The Creation and Theorisation of Nature Pedagogy, this globally respected framework blends outdoor learning, inquiry-based practice, and a deep respect for the rights of both children and the natural world.
Claire’s philosophy has been brought to life through influential works such as Learning with Nature and Green Teaching, and it now shapes the practice of thousands of educators across the globe.
At its heart is a powerful idea:
Children learn most deeply when their experiences flow across three interwoven spaces—Inside, Outside, and Beyond.
When learning flows between these spaces—inside the classroom, out in the garden or playground, and into the wilder world beyond—children don’t just gain knowledge.
They develop a sense of place, purpose, and belonging.
How Nature Pedagogy Differs from Outdoor Learning
Nature Pedagogy is often mistaken for simply taking learning outside. But it is much more than that.
Where traditional outdoor play might focus on fresh air, physical activity, or even nature-themed topics, Nature Pedagogy reframes nature as a teaching influence in its own right.
This approach isn’t just about spending time outside—it’s about building a relationship with nature.
One where educators and children observe, respond to, and learn from the natural world in thoughtful, intentional ways.
We position nature as a partner in the learning process.
A puddle, a gust of wind, the lifecycle of a leaf—they can all become provocations for outdoor inquiry, reflection, and discovery.
By using tools like Talking Tubs and Floorbooks, practitioners can follow the fascinations of the child.
This supports child-led planning, where learning emerges from children’s questions—not from pre-planned themes or rigid curricula.
Rather than using nature as a backdrop, Nature Pedagogy places it at the heart of how we plan, teach, and learn.
Inside, Outside, Beyond: A Framework for Holistic Learning
At the centre of Nature Pedagogy (Warden 2018) lies the framework: Inside, Outside, Beyond.
This model invites educators to think not only about where learning happens—but how and why it unfolds across different dimensions of a child’s experience.
Claire Warden developed this as a planning framework to help educators design a coherent learning journey across all three spaces.
Rather than treating them as separate environments, it encourages continuity—so that a child’s thinking may start indoors, extend outside, and deepen further in the wider world.
But the model goes deeper too.
- Inside refers to the child’s internal world—their thoughts, feelings, values, and sense of identity.
- Outside becomes the space of social connection and sensory experience—relationships, environment, community, and weather.
- Beyond speaks to the intangible: awe, wonder, imagination, and those moments of meaning that are felt more than explained.
In this way, Inside, Outside and Beyond becomes more than just a plan for physical movement during the day—it becomes a lens for child-centred, inquiry-led learning.
The Role of the Adult in Nature-Based Inquiry
In Nature Pedagogy, the adult is not the deliverer of content—but a co-researcher, a listener, and a guide.
They move alongside the child, helping to nurture curiosity and co-construct meaning from the world around them.
Rather than planning everything in advance, the adult’s role is to observe closely, listen deeply, and respond with intention.
But that doesn’t mean stepping back entirely.
This approach is all about knowing when to step in, and when to hold space.
When to offer a provocation, and when to simply say: “I wonder…”
The adult also curates the learning environment—selecting natural materials that invite exploration, and shaping outdoor spaces that support both risk and inquiry.
They ensure the day allows for long, uninterrupted periods of time in nature, where thinking and wondering can unfold at a child’s pace.
Ultimately, the role of the adult in Nature Pedagogy is a relational one.
It requires us to trust children as capable learners, to trust nature as a powerful co-educator, and to trust ourselves—to notice, reflect, and act with purpose.
The Impact of Nature Pedagogy
The impact of Nature Pedagogy is felt every day—by children, educators, and communities around the world.
From Scotland to Australia, this approach is reshaping what learning looks like—and more importantly, what it feels like.
Children Thrive
When children learn in and with nature, something shifts.
- They become calmer, more curious, and more deeply engaged.
- They ask bigger questions and take more thoughtful risks.
- They look more closely at the world—and begin to care more deeply about it.
Educators have observed how language flourishes, especially for children who may struggle in traditional environments.
They’ve seen stronger relationships, deeper resilience, and a tangible sense of belonging emerge in nature-connected children.
Nature Pedagogy supports early years sustainability in action—by growing children who understand and respect the world they’re part of.
Educators Reconnect
For educators, this approach is often described as a return to purpose.
It allows for planning that is responsive and reflective, without losing intention.
It invites inquiry, slows down the pace, and centres relationships—between the child, the adult, and the natural world.
Tools like Talking Tubs and Floorbooks help educators make learning visible, for children, families, and inspectors alike.
Nature Pedagogy is a model that trusts the adult’s professionalism—and restores the joy of teaching.
A Global Movement
Nature Pedagogy has now inspired practice in over 30 countries.
Led by Dr Claire Warden, the movement has grown through her books, research, and training.
She is the founder of the International Association of Nature Pedagogy (IANP)—a global network of educators committed to ethical, connected, nature-based learning.
Claire’s work has influenced policy in the UK, USA, Canada and Australia, and shaped practice in thousands of settings—from local authority nurseries to international forest schools.
Its impact is universal, because it begins with something we all share: a connection to the Earth—and a desire to raise children who will care for it.
Getting Started
When we reconnect learning to the natural world, something shifts.
- Children thrive.
- Practitioners rediscover their purpose.
- Our environments begin to feel more alive with possibility.
This approach doesn’t require a forest or a tranquil rural setting.
It begins with a mindset, a question, and a willingness to observe what’s already unfolding.
What happens when we trust children, trust nature, and trust ourselves?
If you’re ready to explore Nature Pedagogy—whether you're just getting started, or looking to transform your entire setting—we’re here to walk alongside you.