Table 2.
Preschool “nature-ness” categorization rubric.
| Nature | Blended | Traditional | |
|---|---|---|---|
| 1. | Instructional focus is on both environmental outcomes (nature connection, sense of placsse, respect for nature) and Kindergarten preparation; Kindergarten prep focuses on developing curiosity, love of learning, problem-solving, independence, as well as other social–emotional outcomes | Instructional focus is on Kindergarten preparation, including developing early literacy and math skills and fostering positive in-classroom behaviors, as well as other social–emotional outcomes | |
| 2. | Social and Emotional Learning (as well as other desired outcomes) accomplished primarily through nature play and/or playful, guided outdoor learning, as well as teacher-guided negotiations. | Social and Emotional Learning (as well as other desired outcomes) accomplished through a combination of developmentally appropriate direct instruction, curriculum materials, indoor play, outdoor play, and outdoor play in nature | Social and Emotional Learning (as well as other desired outcomes) accomplished through developmentally appropriate direct instruction and curriculum materials, as well as through play (primarily indoors) |
| 3. | Majority of the day is not teacher-directed | Relatively equal use of teacher-directed activities and child-directed activity | More of the day is teacher-directed than child-directed |
| 4. | Classroom management toward positive behaviors, emphasizes developing empathy and community | Classroom management toward positive behaviors involves a combination of classroom expectations, classroom rules, and developing empathy and community | Classroom management approach oriented toward classroom expectations and rules |
| 5. | Substantial focus on child-directed nature play | Some child-directed nature play encouraged | A small amount of child-directed nature play encouraged |
| 6. | Some teacher-guided nature learning outdoors (with a greater emphasis on child-directed playful learning when outdoors) | Some teacher-guided learning outdoors | Small amount of teacher-guided learning outdoors |
| 7. | Much impromptu nature learning based on what’s found outdoors/in nature (including weather-related) | Some impromptu nature learning based on what’s found outdoors/in nature (including weather-related) | Infrequent impromptu nature learning outdoors |
| 8. | During outdoor playtime, teacher joins in play, helps set the stage for play, models play skills or behaviors, and/or observes play toward understanding children’s interests and play habits | During outdoor play, teacher primarily observes and/or actively guides play, toward maintaining safety and appropriate child behavior and interactions | |
| 9. | Time in the indoor classroom is primarily child-driven. The teacher sets up the indoor classroom with open-ended activities for children to choose from | Inside, teachers lead small and/or large group activities along with providing time for child-directed play | Inside, teachers structure, organize, and often lead activities for children. There is an emphasis on teacher-designed activities for children |
| 10. | Emphasis on respect for nature and others (equal emphasis) | Emphasis on respect for nature and others, with slightly more emphasis on respect for others | Emphasis on a respect for others (and a respect for nature as secondary) |
| 11. | Teachers allow children to work out conflicts on their own as much as possible. | Teachers balance child and teacher negotiation strategies to resolve conflicts. | Teachers provide guided negotiation when conflicts arise. |
| 12. | Indoor environment includes substantial nature content in wall displays, classroom materials, etc. Classrooms softly lit | Indoor environment has some nature content.Classrooms brightly lit | Indoor environment emphasizes other things relevant and of interest to preschoolers. Classrooms brightly lit |
| 13. | Outdoor environment used is primarily an unmaintained, natural setting(s); a maintained natural playspace is also available | Variety of outdoor environments used, including unmaintained natural area, maintained naturalized outdoor play space, and outdoor playground | Outdoor environment used is primarily outdoor playground, with a naturalized outdoor play space and natural environment also available |
Rubric builds upon the work of Bailie (2016) and Larimore et al. (2019).