Connecting Children with Nature Through Play: Exploring the Implementation of Nature Play-Based Learning for Holistic Early Childhood Development

Abstract

Nature play-based learning has emerged as an educational approach that provides young children with opportunities to learn through direct experiences, exploration, and interaction with their surrounding environment. This study aims to describe the implementation of nature play in supporting holistic early childhood development, including physical-motor, cognitive, creativity, social-emotional, environmental awareness, and religious and moral values. This research employed a qualitative approach with a descriptive design. Data were collected through observations of learning activities, teacher interviews, and documentation of children’s activities during nature play implementation. Data analysis was conducted through data condensation, data display, and conclusion drawing. The findings reveal that nature play was implemented through the exploration of various natural elements, including leaves, twigs, stones, soil, sand, and water as learning resources. Teachers integrated religious values through dialogues about various creations of Allah, enabling children to recognize, appreciate, and care for the environment. These activities provided meaningful learning experiences that supported children’s overall development while fostering attitudes of care, responsibility, and respect toward nature. The study indicates that nature play can serve as a contextual learning strategy that strengthens children’s connection with nature while promoting character development and spiritual values from an early age.