This study examined nature experiences and views of nature among 1,616 childcare provider training students in the Tohoku region of Japan, aiming to provide suggestions for enhancing nature-based childcare education curricula. Through questionnaire surveys and free-description analyses, four key findings emerged: First, sensory nature experiences (M=4.37, SD=0.63) were most abundant, while experiences of receiving benefits from nature (M=3.18, SD=0.98) were relatively low. Second, significant positive correlations were found between the extent of nature experiences and positive emotional responses to nature. Third, co-occurrence network analysis revealed that students' views of nature comprised nine distinct perspectives, including natural elements and psychological effects. Fourth, regional characteristics were evident, with snow-related activities showing high experience rates (95.3%) compared to water-based activities (49.6%). Based on these findings, the study proposes systematic improvements to childcare provider training curricula, including providing diverse nature experiences, fostering deeper views of nature, utilizing regional characteristics, and promoting positive emotional responses through post-experience reflective activities.

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This paper focuses on the case of Kisarazu Taishokai, which operates Kisarazu Shakaikan Nursery School, a well-known forest kindergarten, being entrusted with the privatization of Agatsuma Municipal Nursery School, and examines how it is transforming itself into a forest kindergarten in the "succession of childcare" that is the focus in the public privatization process. Although the three-year succession period has not yet passed, the review of the childcare program is already underway; the reason why Agatsuma Nursery School, is highly regarded by parents and the government is due to (1) responsive dialogue between the director and other employees through their long service, (2) the leadership of the president, and (3) consideration and communication to the parents. It should be noted that Agatsuma Nursery School, which is in its second year of privatization, has not yet reached the point of becoming a full-fledged forest kindergarten like Shakaikan Nursery School. The forest playground at Shakaikan, which is distinct from a mere nature experience, takes children to the forest in stages, which might be said to have coincided well with the succession period of privatization to avoid drastic changes. However, even if Azuma Nursery School does not outwardly appear to be a forest kindergarten, the view of childcare that is emphasized at the forest kindergarten is steadily permeating their childcare system.

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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.

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[in Japanese]

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[in Japanese]

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[in Japanese]

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