University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Department of Teaching, Learning and Teacher Education Education 12-2012 CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS Patti Ensel Bailie University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/teachlearnstudent Part of the Educational Methods Commons Bailie, Patti Ensel, "CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS" (2012). Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education. 24. https://digitalcommons.unl.edu/teachlearnstudent/24 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS by Patti Ensel Bailie A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Interdepartmental Area of Educational Studies (Teaching, Curriculum, and Learning) Under the Supervision of Professor Carolyn Pope Edwards Lincoln, Nebraska December, 2012 CONNECTING CHILDREN TO NATURE: A MULTIPLE CASE STUDY OF NATURE CENTER PRESCHOOLS Patti Ensel Bailie, Ph.D. University of Nebraska, 2012 Adviser: Carolyn Pope Edwards Environmental degradation, childhood obesity, and aggression of youth are societal problems that appear unconnected. However, their cause (and possible solution) may be linked to a common experience – the amount and quality of time spent in the natural world. Environment based education, significant life experience research, and studies involving urban youth and green spaces have shown that children’s experiences in the natural world have a positive effect on their attitudes, behaviors, and environmental awareness. Nature center based preschools are one approach for connecting children and nature, but little is known about the quality and consistency of their practices. This study explored program practices at preschools located at or operated by American nature centers. The purpose of this qualitative multiple case study was to describe how these preschools integrate child development and environmental goals in teaching young children. Data collection included semi-structured interviews with eight nature preschool directors, observations of their classes, and review of their documents. Data were analyzed within case and across cases to better understand how the preschool directors create and implement curriculum and to find similarities and differences among the programs. A major finding of this study suggests that the combination of early childhood education and environmental education is more powerful together than each by itself. Nature preschool goals address both the developmental needs of young children and their biophilic tendency to focus on the natural world. High quality practices for nature preschools emerged, suggesting that a nature-focused curriculum can include both developmentally appropriate practices and environmental literacy and learning, but staff education and training is crucial for providing an excellent program. No professional standards exist today for nature preschools. Recommendations include developing quality standards for nature preschools and establishing an association or network for early childhood environmental educators. Copyright 2012, Patti Ensel Bailie DEDICATION To my husband Bob for his constant support and loving playfulness. To my son Andrew for his continuous encouragement and inspiration. ACKNOWLEDGEMENT I wish to thank Carolyn Edwards for her unwavering support and encouragement throughout the process of completing this dissertation. She has been an exceptional advisor, as well as, a warm and caring friend. I would also like to thank Mary Rivkin for being one of my readers and offering valuable advice stemming from her knowledge in the field of inquiry. Many thanks to my committee members; Soo-Young Hong for being one of my readers, Margaret Latta for her mentorship throughout the years, and Ruth Heaton for her valuable insight. I also would like to recognize my colleagues Rachel Larimore and Lorna Hilyard for their critical review of my dissertation. I also appreciate the opportunities to visit the many nature preschools included in this study and thank all of the directors and teachers that allowed me access to their preschools and for taking the time to speak with me about their programs. I especially want to thank the nature preschool staff at the Schlitz Audubon Nature Center (who was not included in this study) for their love and encouragement over these many years. And I also thank my PhD support group, Deb Schein and Janet Gerson. And most of all I thank my family (especially Bob and Andrew) and friends, without whom I would not have been able to complete this work. i TABLE OF CONTENTS CHAPTER 1. INTRODUCTION………………………………………………… 1 Introduction……………………………………………………………….. 1 Nature Center Based Preschools………………………………………….. 1 Statement of the Problem…………………………………………………. 3 Statement of Purpose and Research Questions…………………………… 6 Research Approach……………………………………………………….. 8 Assumptions and Limitations of the Study……………………………….. 9 Delimitations of the Study………………………………………............... 10 The Researcher…………………………………………………………… 11 Rationale and Significance……………………………………………….. 11 Definition of Terms used in the Study…………………………………… 12 Organization of the Study………………………………………………… 13 CHAPTER 2. LITERATURE REVIEW………………………………………... 15 Introduction……………………………………………………………..... 15 Environmental Education………………………………………………… 17 Early Childhood Education………………………………………………. 39 Connection Between Nature and Children……………………………….. 51 The Intersection of Early Childhood and Environmental Education…….. 71 Summary………………………………………………………………….. 82 Theoretical Framework…………………………………………………… 83 ii CHAPTER 3. METHODOLOGY……………………………………………….. 92 Introduction……………………………………………………………….. 92 Assumptions and Rationale for a Qualitative Design…………………...... 93 Rationale for a Case Study Design……………………………………….. 95 Rationale for a Multiple Case Study Design……………………………… 96 The Research Sample/Participants………………………………………... 97 Overview of Research Design…………………………………………….. 100 Data Collection Methods…………………………………………………. 102 Data Analysis Procedures………………………………………………… 107 The Role of the Interviewer/Researcher…………………………………. 113 Methods of Verification………………………………………………….. 114 Ethical Considerations………………………………………………….... 117 Summary…………………………………………………………………. 118 CHAPTER 4. FINDINGS……………………………………………………….. 119 Introduction………………………………………………………………. 119 Descriptions of the Cases………………………………………………… 120 Emergent Categories……………………………………………………… 128 Merged Findings………………………………………………………….. 131 Research Questions and Assertions………………………………………. 131 Research Question One………………………………………….... 131 Finding 1………………………………………………….. 132 Finding 2………………………………………………….. 135 iii Research Question Two………………………………………….. 142 Finding 3…………………………………………………. 143 Finding 4…………………………………………………. 150 Finding 5…………………………………………………. 156 Finding 6…………………………………………………. 159 Research Question Three………………………………………… 162 Finding 7…………………………………………………. 162 Finding 8…………………………………………………. 171 Research Question Four………………………………………...... 174 Finding 9…………………………………………………. 174 Research Question Five………………………………………….. 182 Finding 10………………………………………………... 182 Research Question Six…………………………………………… 193 Finding 11……………………………………………….. 193 Finding 12………………………………………………... 202 Finding 13…………………………………………...….... 204 Research Question Seven………………………………………... 206 Finding 14……………………………………………….. 206 Summary……………………………………………………………….... 209 iv CHAPTER 5. CONCLUSIONS and RECOMMENDATIONS........................... 212 Introduction……………………………………………………………..... 212 Analytic Category 1: Integration of Early Childhood and Environmental Education…………………………………............... 215 Analytic Category 2: High Quality Practices..........……………………… 220 Analytic Category 3: Program Goals…………………………………….. 229 Analytic Category 4: Elements that Inform and Impact Program……....... 231 Analytic Category 5: Nature Preschools in the Community……………… 237 Revisiting Assumptions from Chapter 1…………………………………. 238 Summary of Interpretation of Findings…………………………………... 240 Conclusions……………………………………………………………….. 242 Recommendations………………………………………………………… 246 Researcher Reflections………………………………………………….... 250 REFERENCE LIST………………………………………………………………. 252 APPENDICES……………………………………………………………………. 268 Appendix A – Informed Consent Letter………………………………...... 268 Appendix B – Interview Protocol……………………………………….... 270 Appendix C – Merged Findings………………………………………….. 273 Appendix D – Nature Center Resources………………………………….. 278 Appendix E – Nature Preschool Goal Statements……………………….. 279 Appendix F – Data Summary Tables for Research Question Five……… 280 Appendix G – Data Summary Tables for Research Question Six……….. 283 Appendix H – Data Summary Table for Research Question Seven…….... 285 Appendix I – Incorporating Elements of Quality Practice………………... 286 v LIST