A case study on the acquisition of values in early childhood within a nature-based education approach

This study aims to examine the effect of nature-based education approaches on value acquisition in early childhood. The study was conducted based on case studies, one of the qualitative research methods. The study group consisted of parents and teachers from two preschools in Istanbul, one preschool in Kocaeli, and one preschool in Yalova that provide nature-based education. The study was conducted with a total of 12 teachers and 12 parents, including 3 teachers and 3 parents from each school. Interviews were chosen as the qualitative measurement tool for data collection. A semi-structured interview form was prepared by the researcher to reveal the relationship between nature-based education and value acquisition. Data were obtained through face-to-face interviews with teachers and parents at nature-based preschools selected in Istanbul, Kocaeli, and Yalova. The interviews were conducted in person during visits to the schools and were recorded with the participants' consent. The data obtained in the study were analyzed using content analysis; MAXQDA qualitative data analysis software was used in the analysis process. The findings obtained from the interviews were categorized taking into account the sub-problems; the opinions of teachers and parents were examined under two separate headings. The research findings reveal that nature-based education supports holistic development in children, encompassing social-emotional, physical, and cognitive areas. Teacher and parent opinions show that this education model offers more lasting and internalized experiences in value transfer compared to traditional methods. The main reason for this is that nature provides an environment where abstract concepts can be made concrete, offering an important opportunity for children to gain values through direct experience. Based on the findings, it was concluded that the nature-based education approach is effective in value acquisition during early childhood. In line with the results of the study, it is recommended that kindergarten gardens contain natural elements and that natural learning areas be created where children can have direct contact with nature in the school environment.