Garden-based learning in northern Minnesota and Wisconsin nature preschools: An exploratory inquiry

Abstract

The purpose of this inquiry was to explore how garden-based learning is integrated into programming at three different nature preschools in northeastern Minnesota and northern Wisconsin. Within this central aim, it sought to explore perspectives of the educators about how their respective programs implement the garden experiences, what their curriculum entails, how their program mission and philosophy align with the provision of garden-based learning, and how their respective settings/physical qualities of their space contribute to the provision of gardening experiences. This inquiry illuminates how gardening experiences are integrated into nature preschool programming in a specified geographic region, providing guidance that can inform future program development as well as insights into the potential for garden-based early learning as a developmentally appropriate form of Education for Sustainability for young children.