Dr. Rachel A. Larimore is an educational consultant, speaker, researcher, and author of four previous books. Her work focuses on the intentional integration of nature to support young children’s holistic development by learning with nature to expand their worlds and live rich, full lives.Dr. Claire W. Warden is an educational entrepreneur, researcher, and author of more than 10 books including her most recent, Green Teaching: Nature Pedagogies for Climate Change and Sustainability.

• AcknowledgmentsMeet the authorsAbout the bookPrefaceChapter 1: IntroductionWhy confident, curious, and caring?ConfidenceCuriosityCareWhat is nature pedagogy?Inside: Our individual & internal worldOutside: Our relationships with people and the planetBeyond: Global community and the unobservableTheory of social constructivism—The role of interactions in children’s learningOrganization of this bookA note about languageSelf-reflectionChapter 2: Provider of spaceSpace to be in large groupsSpace to be with one or two peersSpace to be aloneShelter from the elementsMovable spacesCircular spacesSelf-reflectionChapter 3: Provider of timeProviding time for different purposesTime for playTime to noticeTime to fail and try againTime to experience and sit with emotionTime to build relationshipsTime to just beTime to be in and learn with the natural worldTime for silenceEmbracing the pace of children and natureSelf-reflectionChapter 4: Provider of materialsTypes of materials and their play opportunitiesSelecting materials for the classroomAuthentic materialsDevelopmentally appropriate materialsMaterials that value diversityNature-related materialsSustainable materialsCreating versus purchasing materialsIntroducing materials to the classroomSelf-reflectionChapter 5: Facilitator of experiences—Planning for children’s learningStage 1. Noticed something and made a change to resourcesStage 2. Noticed something; took action; changed resources over a number of daysStage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the areaStage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learningSelf-reflectionChapter 6: Holder of memories—Documenting children’s learningOutdoor documentationDocumenting curiosity, confidence, and careQuality documentationFloorbooks as an approach to documentationSelf-reflectionChapter 7: Relationship builder—With self and othersRelationships inside, outside, and beyondInside: Relationships with selfOutside: Relationships with others and the natural worldBeyond: Relationships with something bigger than themselvesCaring for children is foundational to relationship buildingSelf-reflectionChapter 8: ConversationalistQuestions and statements within a conversationAffect during conversationEmotion and tone of voicePhysicalityDeep listeningSelf-reflectionChapter 9: Manager and modeler of risk-takingModeling risk-takingIntellectual riskSocial-emotional riskPhysical riskProviding opportunities for risky experiencesOpportunities for intellectual riskOpportunities for social-emotional riskOpportunities for physical riskManaging risky experiencesManaging intellectual and social-emotional riskManaging physical riskSupporting children to assess risky experiences for themselvesSelf-reflectionChapter 10: ProvocateurWhat do we mean by “provocation”?Always being aware of the potential and possibilities of playThe pedagogical dance of child-led and teacher-ledSupporting curiosity, confidence, and careProvocation through resources (i.e., living and nonliving)Provocation through experience (e.g., storytelling, farmer visit)Provocation of interactionSelf-reflectionChapter 11: Mentor, guide, and leaderApprenticeship approachThe importance of concepts, skills, and knowledgeHelping children apply skills and core knowledge to practical situationsMentoring as a bridge—from here to there and now to thenSelf-reflectionChapter 12: AdvocateAdvocating inside, outside, and beyondDefenders of childhoodSelf-reflectionChapter 13: An invitation for deeper explorationExploring the character aspects educator rolesSelf-awareOpen to new ideas with a personal growth mindsetHumbleWillingness to step backGenuineEngagedIntentional–A thinkerConsistentKnowledgeablePlayfulWondermentInclusiveYour work mattersReferences and resourcesGlossary of terms

Dr. Rachel A. Larimore is an educational consultant, speaker, researcher, and author of four previous books. Her work focuses on the intentional integration of nature to support young children’s holistic development by learning with nature to expand their worlds and live rich, full lives.Dr. Claire W. Warden is an educational entrepreneur, researcher, and author of more than 10 books including her most recent, Green Teaching: Nature Pedagogies for Climate Change and Sustainability.

• AcknowledgmentsMeet the authorsAbout the bookPrefaceChapter 1: IntroductionWhy confident, curious, and caring?ConfidenceCuriosityCareWhat is nature pedagogy?Inside: Our individual & internal worldOutside: Our relationships with people and the planetBeyond: Global community and the unobservableTheory of social constructivism—The role of interactions in children’s learningOrganization of this bookA note about languageSelf-reflectionChapter 2: Provider of spaceSpace to be in large groupsSpace to be with one or two peersSpace to be aloneShelter from the elementsMovable spacesCircular spacesSelf-reflectionChapter 3: Provider of timeProviding time for different purposesTime for playTime to noticeTime to fail and try againTime to experience and sit with emotionTime to build relationshipsTime to just beTime to be in and learn with the natural worldTime for silenceEmbracing the pace of children and natureSelf-reflectionChapter 4: Provider of materialsTypes of materials and their play opportunitiesSelecting materials for the classroomAuthentic materialsDevelopmentally appropriate materialsMaterials that value diversityNature-related materialsSustainable materialsCreating versus purchasing materialsIntroducing materials to the classroomSelf-reflectionChapter 5: Facilitator of experiences—Planning for children’s learningStage 1. Noticed something and made a change to resourcesStage 2. Noticed something; took action; changed resources over a number of daysStage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the areaStage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learningSelf-reflectionChapter 6: Holder of memories—Documenting children’s learningOutdoor documentationDocumenting curiosity, confidence, and careQuality documentationFloorbooks as an approach to documentationSelf-reflectionChapter 7: Relationship builder—With self and othersRelationships inside, outside, and beyondInside: Relationships with selfOutside: Relationships with others and the natural worldBeyond: Relationships with something bigger than themselvesCaring for children is foundational to relationship buildingSelf-reflectionChapter 8: ConversationalistQuestions and statements within a conversationAffect during conversationEmotion and tone of voicePhysicalityDeep listeningSelf-reflectionChapter 9: Manager and modeler of risk-takingModeling risk-takingIntellectual riskSocial-emotional riskPhysical riskProviding opportunities for risky experiencesOpportunities for intellectual riskOpportunities for social-emotional riskOpportunities for physical riskManaging risky experiencesManaging intellectual and social-emotional riskManaging physical riskSupporting children to assess risky experiences for themselvesSelf-reflectionChapter 10: ProvocateurWhat do we mean by “provocation”?Always being aware of the potential and possibilities of playThe pedagogical dance of child-led and teacher-ledSupporting curiosity, confidence, and careProvocation through resources (i.e., living and nonliving)Provocation through experience (e.g., storytelling, farmer visit)Provocation of interactionSelf-reflectionChapter 11: Mentor, guide, and leaderApprenticeship approachThe importance of concepts, skills, and knowledgeHelping children apply skills and core knowledge to practical situationsMentoring as a bridge—from here to there and now to thenSelf-reflectionChapter 12: AdvocateAdvocating inside, outside, and beyondDefenders of childhoodSelf-reflectionChapter 13: An invitation for deeper explorationExploring the character aspects educator rolesSelf-awareOpen to new ideas with a personal growth mindsetHumbleWillingness to step backGenuineEngagedIntentional–A thinkerConsistentKnowledgeablePlayfulWondermentInclusiveYour work mattersReferences and resourcesGlossary of terms

Dr. Rachel A. Larimore is an educational consultant, speaker, researcher, and author of four previous books. Her work focuses on the intentional integration of nature to support young children’s holistic development by learning with nature to expand their worlds and live rich, full lives.Dr. Claire W. Warden is an educational entrepreneur, researcher, and author of more than 10 books including her most recent, Green Teaching: Nature Pedagogies for Climate Change and Sustainability.

• AcknowledgmentsMeet the authorsAbout the bookPrefaceChapter 1: IntroductionWhy confident, curious, and caring?ConfidenceCuriosityCareWhat is nature pedagogy?Inside: Our individual & internal worldOutside: Our relationships with people and the planetBeyond: Global community and the unobservableTheory of social constructivism—The role of interactions in children’s learningOrganization of this bookA note about languageSelf-reflectionChapter 2: Provider of spaceSpace to be in large groupsSpace to be with one or two peersSpace to be aloneShelter from the elementsMovable spacesCircular spacesSelf-reflectionChapter 3: Provider of timeProviding time for different purposesTime for playTime to noticeTime to fail and try againTime to experience and sit with emotionTime to build relationshipsTime to just beTime to be in and learn with the natural worldTime for silenceEmbracing the pace of children and natureSelf-reflectionChapter 4: Provider of materialsTypes of materials and their play opportunitiesSelecting materials for the classroomAuthentic materialsDevelopmentally appropriate materialsMaterials that value diversityNature-related materialsSustainable materialsCreating versus purchasing materialsIntroducing materials to the classroomSelf-reflectionChapter 5: Facilitator of experiences—Planning for children’s learningStage 1. Noticed something and made a change to resourcesStage 2. Noticed something; took action; changed resources over a number of daysStage 3. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the areaStage 4. Noticed something; took action; changed resources over a number of days; adult was actively engaging in the area; analysis of the learningSelf-reflectionChapter 6: Holder of memories—Documenting children’s learningOutdoor documentationDocumenting curiosity, confidence, and careQuality documentationFloorbooks as an approach to documentationSelf-reflectionChapter 7: Relationship builder—With self and othersRelationships inside, outside, and beyondInside: Relationships with selfOutside: Relationships with others and the natural worldBeyond: Relationships with something bigger than themselvesCaring for children is foundational to relationship buildingSelf-reflectionChapter 8: ConversationalistQuestions and statements within a conversationAffect during conversationEmotion and tone of voicePhysicalityDeep listeningSelf-reflectionChapter 9: Manager and modeler of risk-takingModeling risk-takingIntellectual riskSocial-emotional riskPhysical riskProviding opportunities for risky experiencesOpportunities for intellectual riskOpportunities for social-emotional riskOpportunities for physical riskManaging risky experiencesManaging intellectual and social-emotional riskManaging physical riskSupporting children to assess risky experiences for themselvesSelf-reflectionChapter 10: ProvocateurWhat do we mean by “provocation”?Always being aware of the potential and possibilities of playThe pedagogical dance of child-led and teacher-ledSupporting curiosity, confidence, and careProvocation through resources (i.e., living and nonliving)Provocation through experience (e.g., storytelling, farmer visit)Provocation of interactionSelf-reflectionChapter 11: Mentor, guide, and leaderApprenticeship approachThe importance of concepts, skills, and knowledgeHelping children apply skills and core knowledge to practical situationsMentoring as a bridge—from here to there and now to thenSelf-reflectionChapter 12: AdvocateAdvocating inside, outside, and beyondDefenders of childhoodSelf-reflectionChapter 13: An invitation for deeper explorationExploring the character aspects educator rolesSelf-awareOpen to new ideas with a personal growth mindsetHumbleWillingness to step backGenuineEngagedIntentional–A thinkerConsistentKnowledgeablePlayfulWondermentInclusiveYour work mattersReferences and resourcesGlossary of terms