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<p>The global expansion of forest kindergartens faces challenges such as core educational values being weakened by commercialization and the need for cultural adaptation. Using narrative inquiry, this case study employed methodological triangulation through three progressive interviews, participatory observation during a site visit, and document analysis supplemented by informal communication. It examined the psychological, socio-environmental, and professional development of a Chinese private forest kindergarten principal in nature-based education, viewed through place-based learning frameworks and leadership in alternative educational models.This approach enabled a comprehensive portrayal of her narrative of practice and its significance in the Chinese context. The study aims to: (1) examine the nature-based educational practices implemented by the principal, and (2) investigate the concomitant challenges and the strategies developed to navigate them. Findings indicate that the principal’s practice evolved through three distinct phases: the germination of educational ideals, pragmatic navigation of implementation challenges, and the philosophical consolidation of her approach. Key challenges identified were the peripheral status of nature-based education relative to mainstream curricula, prohibitive operational costs, and a lack of substantive policy support, particularly regulatory ambiguity. In response, strategic initiatives were adopted, including cultivating community partnerships, developing fiscally sustainable operational models, and engaging in advocacy to impact policy discussions and seek regulatory clarity. The study concludes that upholding the core tenets of nature-based education, while fostering local cultural adaptation, is imperative. It underscores that these theoretical frameworks inform the interpretation of the need for targeted policy interventions, such as clarifying site-use regulations, supporting teacher professional development in nature education skills, and promoting sustainable business models, to directly address the identified challenges and ensure the long-term viability of forest kindergartens in China.</p>

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Negotiating Challenges in China’s Forest Kindergartens: A Principal’s Narrative of Professional Development and Strategic Responses

  • 期刊论文

  • 发表日期：

    2026年7月3日

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  • Fangni Zhao

摘要

The global expansion of forest kindergartens faces challenges such as core educational values being weakened by commercialization and the need for cultural adaptation. Using narrative inquiry, this case study employed methodological triangulation through three progressive interviews, participatory observation during a site visit, and document analysis supplemented by informal communication. It examined the psychological, socio-environmental, and professional development of a Chinese private forest kindergarten principal in nature-based education, viewed through place-based learning frameworks and leadership in alternative educational models.This approach enabled a comprehensive portrayal of her narrative of practice and its significance in the Chinese context. The study aims to: (1) examine the nature-based educational practices implemented by the principal, and (2) investigate the concomitant challenges and the strategies developed to navigate them. Findings indicate that the principal’s practice evolved through three distinct phases: the germination of educational ideals, pragmatic navigation of implementation challenges, and the philosophical consolidation of her approach. Key challenges identified were the peripheral status of nature-based education relative to mainstream curricula, prohibitive operational costs, and a lack of substantive policy support, particularly regulatory ambiguity. In response, strategic initiatives were adopted, including cultivating community partnerships, developing fiscally sustainable operational models, and engaging in advocacy to impact policy discussions and seek regulatory clarity. The study concludes that upholding the core tenets of nature-based education, while fostering local cultural adaptation, is imperative. It underscores that these theoretical frameworks inform the interpretation of the need for targeted policy interventions, such as clarifying site-use regulations, supporting teacher professional development in nature education skills, and promoting sustainable business models, to directly address the identified challenges and ensure the long-term viability of forest kindergartens in China.