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<p>Urbanization and lifestyle changes have reduced children’s opportunities to engage with nature in their daily lives, making the provision of nature experiences in early childhood an increasingly pressing challenge. This study surveyed preschool educators working in childcare facilities situated in diverse environmental contexts and integrated survey data with characteristics of the surrounding landscapes to examine: (1) how educators’ perceived deficiency of nature experiences is influenced by landscape elements near their facilities and the spatial extent over which this influence operates, and (2) how environmental factors—including perceived nature deficiency and surrounding landscape characteristics—together with educators’ personal characteristics, affect the content and diversity of nature-based activities in childcare practice. The results showed that educators’ perceived sufficiency of spaces for nature experiences was significantly associated with the presence of forests, grasslands, and water bodies within a 500&#xa0;m radius of the facilities. Moreover, patterns of nature-based activities were related to educators’ perceived sufficiency, their interest in nature experiences, and their own childhood experiences with nature. These findings suggest that the frequency and diversity of nature-based activities are shaped by the interaction between surrounding natural environments, educators’ perceptions, and their personal experiences. The results indicate that enhancing nature experiences in childcare settings depends not only on individual educators’ awareness and experiences but is also supported by the surrounding environment, including landscape composition within walking distance. These findings suggest that promoting nature experiences in early childhood education depends not only on educators’ awareness and experiences, but also on the ecological quality and accessibility of surrounding green and blue spaces within walking distance of childcare facilities, including smaller urban green spaces in densely urbanized environments.</p>

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Landscape Determinants of Preschool Educators’ Perceived Nature Deficiency and Nature-Based Practices in Japan

  • 期刊论文

  • 发表日期：

    2026年8月3日

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  • Ryota Asano,
  • Fumi Sato,
  • Chikako Fukushima,
  • Fuuka Tsuji,
  • Atsushi Sato

摘要

Urbanization and lifestyle changes have reduced children’s opportunities to engage with nature in their daily lives, making the provision of nature experiences in early childhood an increasingly pressing challenge. This study surveyed preschool educators working in childcare facilities situated in diverse environmental contexts and integrated survey data with characteristics of the surrounding landscapes to examine: (1) how educators’ perceived deficiency of nature experiences is influenced by landscape elements near their facilities and the spatial extent over which this influence operates, and (2) how environmental factors—including perceived nature deficiency and surrounding landscape characteristics—together with educators’ personal characteristics, affect the content and diversity of nature-based activities in childcare practice. The results showed that educators’ perceived sufficiency of spaces for nature experiences was significantly associated with the presence of forests, grasslands, and water bodies within a 500 m radius of the facilities. Moreover, patterns of nature-based activities were related to educators’ perceived sufficiency, their interest in nature experiences, and their own childhood experiences with nature. These findings suggest that the frequency and diversity of nature-based activities are shaped by the interaction between surrounding natural environments, educators’ perceptions, and their personal experiences. The results indicate that enhancing nature experiences in childcare settings depends not only on individual educators’ awareness and experiences but is also supported by the surrounding environment, including landscape composition within walking distance. These findings suggest that promoting nature experiences in early childhood education depends not only on educators’ awareness and experiences, but also on the ecological quality and accessibility of surrounding green and blue spaces within walking distance of childcare facilities, including smaller urban green spaces in densely urbanized environments.