Nordic Nature Kindergartens, illuminating discourses and identifying gaps

Consolidate research on Nordic Nature Kindergartens to coordinate existing Nordic knowledge and perspectives. Identify discourses considering history and future research and practice directions. The project is based on a review of literature, books, and articles on nature kindergartens in Denmark, Sweden, and Norway 1950 – 2024. Theoretical and conceptual framework is critical discourse analyses-based inspired by Fairclough (2010). The concepts used as a framework are texts connected to social practices and dominating discourses. This includes individual and organisational orientation and reflections of the society at the time these texts were written. The scoping review study are aligned with world views of constructionist and interpretative paradigms and critical reading. Search engines were used to assemble relevant research published 1950-2024 with search terms in English, Danish, Norwegian, and Swedish, all closely related to Nordic Nature Kindergartens;. Three researchers conducted searches and subsequent abstract reviews. No personal data involved; reviews of publications available for all. Findings indicate a dominance of professional publications for practitioners over peer-reviewed research articles year 1950 -1990 ties. Research studies published in English peer-reviewed publications brings in Nordic practices with academic discourses on nature-child connection. These trends are connected to the Nordic model of education and changes in
cultural and social contexts. Given trends citing childhood extinction of nature experience, a comprehensive Version: 20 August 2024 knowledge about nature kindergartens is necessary as foundation for the future development of practice and research arenas. We argue for a stronger connection between practice and research.