Diem, Haley B2022-05-182022-05-182022-05https://hdl.handle.net/11299/227515Plan B Field Project submitted to the faculty of the University of Minnesota-Duluth by Haley Diem in partial fulfillment of the requirements for the degree of Master of Environmental Education, May 2022.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.enMaster of Environmental EducationPlan Bs (project-based master's degrees)Center for Environmental EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthScholarly Text or Essay