Abstract
The purpose of this study is to explore the relationship between STEAM education and nature-based child-care by focusing on the theme of ‘science’ in the Danish childcare curriculum. This research is based on field survey, interviews, and a literature review. Field survey and interviews were conducted at three childcare centers, two public and one private, targeting their managers. The interviews included questions on childcare activities related to science education, the dissemination of STEAM education, and other relevant topics. The findings indicate that the Danish childcare curriculum clearly outlines science education including mathematics, and in practice, all visited childcare centers engaged in outdoor and nature-based experimental activities. Most of these activities focused on natural elements such as soil, water, fire, air, plants, and animals. However, interviews with childcare managers suggested that the concept of STEAM education has not yet been widely integrated into childcare practices. From the perspective of teaching materials research, we identified excellent examples and explanations of science and mathematics activities that make use of nature. While the integration of STEAM education into Danish childcare practice is expected to take time, but the fact that activities related to science and mathematics are already being carried out in outdoors and natural environments suggests a high degree of affinity between STEAM education and nature-based childcare.
https://ror.org/057m2yx22 
