Reclaiming Nature in Urban Childhoods: Chinese Kindergarten Teachers’ Perspectives on Implementing Sustainability-Oriented Nature Play

Abstract

Nature play (NP) is increasingly recognized as a vital strategy for advancing sustainable early childhood education, supporting children’s holistic development and fostering ecological literacy from an early age. In the context of China’s rapid urbanization and shifting educational priorities, this study explores kindergarten teachers’ experiences, perceptions, and challenges in implementing nature play activities as a means to cultivate sustainability values in young learners. Adopting a qualitative research design, semi-structured interviews were conducted with participants from government-subsidized kindergartens in eastern China. The findings reveal that while teachers acknowledge the developmental and environmental benefits of nature play, its implementation is hindered by limited access to natural spaces, safety concerns, insufficient policy and institutional support, rigid curricula, and a lack of targeted professional training. Participants emphasized the need for adaptable and culturally responsive activity models that integrate traditional Chinese ecological values, align with the five core learning domains, and support the development of children’s environmental awareness and agency. This study contributes to the broader discourse on education for sustainable development (ESD) by offering context-specific insights and practical recommendations for embedding nature-based approaches in China’s early education system.