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Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia

Research Article

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

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  • @INPROCEEDINGS{10.4108/eai.14-10-2024.2356226,
        author={Istifadah Istifadah and Lailatul Usriyah and Jauhari Jauhari and Fihris Maulidiah Suhma and M. Andya Duta Ardha},
        title={Harnessing the Natural Environment for Holistic Development in ECE: Strategies and Perceptions from Two Indonesian Kindergartens},
        proceedings={Proceedings of the 3rd Annual Conference of Islamic Education, ACIE 2024, 14-15 October 2024, Jember, East Java, Indonesia},
        publisher={EAI},
        proceedings_a={ACIE},
        year={2025},
        month={6},
        keywords={early childhood education; natural environment; outdoor learning},
        doi={10.4108/eai.14-10-2024.2356226}
    }
    
  • Istifadah Istifadah
    Lailatul Usriyah
    Jauhari Jauhari
    Fihris Maulidiah Suhma
    M. Andya Duta Ardha
    Year: 2025
    Harnessing the Natural Environment for Holistic Development in ECE: Strategies and Perceptions from Two Indonesian Kindergartens
    ACIE
    EAI
    DOI: 10.4108/eai.14-10-2024.2356226
Istifadah Istifadah1, Lailatul Usriyah1, Jauhari Jauhari1, Fihris Maulidiah Suhma1, M. Andya Duta Ardha2,*
  • 1: Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
  • 2: Gajah Mada University, Indonesia
*Contact email: andya.duta@gmail.com

Abstract

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.

Keywords
early childhood education; natural environment; outdoor learning
Published
2025-06-03
Publisher
EAI
http://dx.doi.org/10.4108/eai.14-10-2024.2356226
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