Teachers’ Perspectives of Nature-Based Learning Activities and Pre-Schoolers' Social Skills in the Klang Valley

Ng, Ee Huey (2026) Teachers’ Perspectives of Nature-Based Learning Activities and Pre-Schoolers' Social Skills in the Klang Valley. Nature-Based Learning Activities. (Unpublished)

Text Ng Ee Huey.pdf Restricted to Registered users only Download (341kB)

Abstract

Nature-based learning (NBL) is an approach that integrates the natural environment into everyday learning and play, which has been shown to positively affect pre-schoolers' social interaction and communication skills. This study aimed to 1) explore teachers’ perspectives on nature-based learning activities in pre-school and 2) investigate the influence of nature-based learning activities on pre-schoolers’ social skills. Using a qualitative phenomenological research design, semi-structured interviews were conducted with five pre-school teachers to explore their perspectives. The results revealed that NBL acts as a catalyst for social cohesion, leading to stronger friendships and emotional transformation where children moved from being quiet and restricted to becoming more talkative, happy and excited. The findings also highlighted that NBL fosters self-discipline and autonomy by providing diverse play opportunities. In conclusion, this research reinforces the importance of integrating nature-based pedagogy into urban early childhood education to foster holistic social development and emotional resilience. These insights are valuable for parents, teachers, and school management in understanding the role of NBL within the urban context. These findings highlight the potential of NBL in enhancing pre-schoolers’ social skills in early childhood education settings.