Inconsistencies in Early Science Education: Can Nature Help Streamline State Standards?

An analysis of US preschool science standards shows persistent disagreement on what to cover during the preschool years. Such inconsistency hampers progress for science learning and pedagogy, calling for a shared foundation on how to define science in preschool. We propose that children's play in nature can provide the basis for such a shared foundation. Our proposal builds upon both theoretical and practical considerations. Specifically, we derive our theoretical argument from insights about cognitive development, positing that the complexity of natural surroundings is ideal to increase children's attention and memory. Our practical argument is derived from findings with preschool teachers. Preschool teachers were asked to rate (1) their attitudes toward science learning and (2) their self-efficacy related to a nature-based science curriculum. Results show that teachers could easily see the benefit of science learning in preschool, but that they perceived significant challenges with classroom-based science curricula for young children. In contrast, most teachers felt very comfortable with nature-based science learning. Based on these insights, we develop a framework of science standards that starts with explorations in nature. Unique opportunities lie in playscapes-playgrounds to which natural elements are added strategically.