This study explored a preschooler's engagement with nature and whether her interactions with mediators at her nature preschool supported changes in her connection with nature. This paper presents one case from a multiple case study about preschoolers' caring relationships at a nature preschool in Texas. Our effort was to prioritize the child's voice to contribute to the body of research and to inform practice that involves and affects young children. In keeping with that effort, we relied on inductive analysis, which revealed two themes as key mediators of a marked shift in a young girl's relationship with nature. These two themes—social interactions and direct experiences—contributed to changes in her actions and attitudes, and underscored transformative aspects of her experiences at the nature school. We also found that this nature preschool's curriculum was organized around play and an ethic of care, which nurtured the development of this child's positive connection with nature.
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