The Contribution of Nature-Based to Spiritual Development in Early Childhood: A Conceptual Analysis

Authors : Kübra Yıldız

Pages : 1-25

Doi:10.53112/tudear.1783330

View : 129 | Download : 253

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :This study aims to fill a gap in the literature by examining how nature-based learning supports children’s spiritual development. Conducted within an interpretive qualitative research framework, the study is based on a structured literature review and employs thematic analysis to systematically examine both empirical and theoretical sources. Major academic databases were systematically searched, and studies focusing on child–nature interactions and the spiritual dimensions of education were analyzed. As a result of the analysis, key spiritual themes that emerge from children’s interactions with nature were identified: wonder and curiosity, inner peace, awareness, relational connectedness, empathy, and responsibility. These themes reveal how children’s experiential relationship with the natural environment nurtures their processes of meaning-making and spiritual sensitivity. The study also examines these dimensions in terms of their pedagogical implications for early childhood education, teacher training, and early childhood curriculum design. The findings indicate that nature functions not merely as a physical space, but also as a relational and existential context that supports children’s holistic development. Elements such as natural beauty, cyclicality, and unpredictability trigger reflection, empathy, a sense of belonging, and responsibility. Viewed from the perspective of early childhood religious education in particular, the bond that children form with nature aligns with fundamental spiritual outcomes such as moral development, harmony with creation, connectedness, and gratitude. This alignment suggests that nature-based practices provide a strong foundation for integration with religious education. In conclusion, the study offers a theoretical framework that links nature-based pedagogy with spiritual development and early childhood education. It highlights the necessity of educational practices that support children’s sense of wonder, relationality, and search for meaning within the context of nature.
Keywords : Din Eğitimi, Erken Çocukluk, Spiritüel Gelişim, Doğa-Temelli Öğrenme, İlişkisellik

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