Partnering for Outdoor Play - A Case Study of Forest and Nature School Programming in the Context of Licensed Child Care in Ottawa, Ontario

Oct 15, 2026

This case study examines the policy significance of a partnership between two organizations improving children’s learning and well-being through a forest and nature school (FNS) program within licensed childcare in Ontario, Canada. Using the Anthropocene as a theory and practice framework, it frames ecological crisis as a driver for new educational strategies. Action research guided by co-investigator leaders produced thematic findings on best-practice policy for early years FNS programming and its social-ecological justice goals.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Forest and nature school (FNS) as an umbrella concept

Case study purpose and policy significance

Methodology and action research approach

Partnering for Outdoor Play: A Case Study of Forest and Nature School Programming in the Context of Licensed Child Care in Ottawa, Ontario Blair Niblett, Trent University, Kim Hiscott, Andrew Fleck Children’s Services, Marlene Power, Child and Nature Alliance of Canada, & Hanah McFarlane, Compass Early Learning and Care, Canada Abstract This case study examines the policy significance of a partnership between two organizations committed to improving children’s learning and well-being through the delivery of a forest and nature school (FNS) program offered in the context of a licensed childcare program in the province of Ontario, Canada. The notion of the Anthropocene is taken as a theory and practice framework which emphasizes the urgency for developing new educational strategies that respond to the current moment of ecological crisis facing human and more-than-human planetary communities on earth. Methodologically, the case study is taken up through the lens of action research, wherein the leaders of the two partnering organizations participated as co-investigators of the project. Thematic findings of the study suggest that best-practice policy in early years FNS programs broadly include, among others, the following: understanding a continuum of FNS pedagogies, working to influence regulatory disconnections between built and natural play environments, and advancing social and ecological justice values through FNS programs. Resumé Cette étude de cas examine l’importance stratégique d’un partenariat entre deux organisations vouées à l’amélioration de l’apprentissage et du bien-être des enfants par la prestation d’un programme d’école en forêt et en nature offertdans le contexte d’un programme de garderie agréée en Ontario, au Canada. La notion d’Anthropocène sert de cadre théorique et pratique pour souligner l’urgence de mettre en place de nouvelles stratégies éducatives qui s’adaptent à ce moment crucial de crise écologique pour l’être humain et les autres espèces qui peuplent la terre. Côté méthodologie, l’étude de cas est réalisée en rechercheaction, les dirigeants des deux organisations partenaires participant au projet à titre de co-chercheurs. Les résultats thématiques de l’étude suggèrent qu’une bonne stratégie pour des programmes d’école en forêt et en nature pour la petite enfance devrait miser principalement sur les éléments suivants : comprendre que les approches pédagogiques de l’école en forêt et en nature forment un continuum, travailler à aplanir les différences réglementaires existant entre les environnements de jeu naturels et artificiels, faire progresser les valeurs de justice sociale et écologique grâce aux programmes d’école en forêt et en nature. Canadian Journal of Environmental Education, 23 (2), 2020 67 Keywords: forest and nature school, early years education, outdoor play, licensed childcare Mots clés : école en forêt ou en nature, éducation de la petite enfance, jeu en plein air, garderie agréée Introduction The purpose of the case study is to examine the policy significance of a partnership between two organizations committed to improving children’s learning and well-being through nature-based free-play within the context of licensed child care in Ottawa, Ontario. Experiences in nature and the outdoors characterized by rich, free-play opportunities are inconsistently embedded into licensed early years child care programs in Canada (Tanden, Saelens, & Christakis, 2015; Truelove, Vanderloo, & Tucker, 2017) . Within the early years sector, there are inconsistencies not only in educator knowledge of play-based learning approaches (Rengel, 2013) but also in educator understanding about how play can be implemented within natural settings (McClintic & Petty, 2015) . As a result of these disparities, children’s overall health and well-being maybe negatively impacted and significant learning opportunities may be missed (Massey, 2005; Malone, 2012) . The study reported in this paper ex

FAQs

What is the focus of this case study?

The study focuses on the policy significance of a partnership that delivers a forest and nature school program within licensed childcare in Ottawa, Ontario.

How is the study methodologically conducted?

It is conducted through action research in which the leaders of the partnering organizations participate as co-investigators.

What best-practice policy elements are suggested for early years FNS programs?

The findings emphasize understanding a continuum of FNS pedagogies, addressing regulatory disconnects between built and natural play environments, and advancing social and ecological justice through FNS programs.

Oct 15, 2026

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