Harnessing the Natural Environment for Holistic Development in ECE: Strategies and Perceptions from Two Indonesian Kindergartens

The natural environment offers unique affordances for early childhood learning yet remains underutilized within Indonesian ECE. This qualitative case study at two pioneering institutions explores (1) strategies educators use to integrate natural elements into curricula, (2) educators' and parents' perceptions of outdoor learning, and (3) perceived impacts on children's cognitive, socio-emotional, and sensorimotor development. Data from four-week participatory observations, semi-structured interviews with principals, educators, and a parent, and document analyses reveal that nature-based activities—from hands-on science experiments to risk-managed free play—enhance attention spans, deepen conceptual understanding in mathematics and science, accelerate gross motor skills, and foster emotional intelligence. Successful implementation depends on teacher facilitation skills, structured reflection, and active parental engagement, underpinned by clear safety protocols and institutional support. Findings underscore the transformative potential of nature-centered pedagogy for holistic child development. Recommendations include embedding outdoor modules into national curricula and investing in targeted teacher training to sustain place-based, experiential learning.