One Preschool's Adaptations and Modifications to Maintain Nature-Based Programming during COVID-19
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| Title: | One Preschool's Adaptations and Modifications to Maintain Nature-Based Programming during COVID-19 |
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| Language: | English |
| Authors: | Jennifer Gallo-Fox, Annette Pic, Ekaterina Novikova |
| Source: | International Journal of Early Childhood Environmental Education. 2026 13(1):100-120. |
| Availability: | North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | COVID-19, Pandemics, Early Childhood Education, Early Childhood Teachers, Distance Education, School Closing, Outdoor Education, Playgrounds, Play, Developmentally Appropriate Practices, Adjustment (to Environment), Laboratory Schools, Natural Resources, Conservation (Environment) |
| ISSN: | 2331-0464 |
| Abstract: | The COVID-19 pandemic required many early childhood programs to adapt to remote learning. While there is research on early childhood teachers' responses to this new mode of learning, few studies examined how teachers in nature-based programs modified their practices. This qualitative case study examines early childhood educator practices in a nature-based university laboratory school program in the United States. We focus on how teachers maintained their commitment to nature-based, child-centered, and developmentally appropriate practices while supporting children and their families during remote programming. The data include classroom and school-wide documentation from the first three months of the COVID-19 pandemic when the teachers shifted to online remote programming. The findings illuminate how teachers adapted their nature-based curriculum and programming while maintaining alignment with the "North American Association for Environmental Education Guidelines for Excellence in Early Childhood Environmental Education" despite providing remote instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506132 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic required many early childhood programs to adapt to remote learning. While there is research on early childhood teachers' responses to this new mode of learning, few studies examined how teachers in nature-based programs modified their practices. This qualitative case study examines early childhood educator practices in a nature-based university laboratory school program in the United States. We focus on how teachers maintained their commitment to nature-based, child-centered, and developmentally appropriate practices while supporting children and their families during remote programming. The data include classroom and school-wide documentation from the first three months of the COVID-19 pandemic when the teachers shifted to online remote programming. The findings illuminate how teachers adapted their nature-based curriculum and programming while maintaining alignment with the "North American Association for Environmental Education Guidelines for Excellence in Early Childhood Environmental Education" despite providing remote instruction. |
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| ISSN: | 2331-0464 |
