Outdoor Learning in Ontario: Toward an Ecological and Relational Education in Kindergarten

Abstract

The works of Donald (2020; 2021) emphasize the need to renew our relationships with places and to consider the Earth not merely as a physical space but as a living entity with which humans interact. This relationality redefines outdoor learning by positioning the land as an active co-teacher. The preparatory cycle and the PMJE program (Ministry of Education, 2016), with its focus on play-based learning, inquiry, and exploration, align closely with this educational vision. In such contexts, nature becomes not only a setting but an active participant in the learning process, reflecting a holistic and environmentally respectful approach (Chard, 2017; Brougère, 2005). The need to redesign pedagogical practices in Canada through ecological and cultural lenses has been highlighted by multiple scholars. Studies such as those by Chambers (1999; 2006) demonstrate that traditional curricula have long been shaped by Eurocentric or North American paradigms, often overlooking Indigenous relationships with the land. The preparatory cycle, as the initial stage of public schooling, presents a critical opportunity to introduce educational practices that honor these relationships and foster lasting environmental consciousness in young children.

Keywords: outdoor learning, kindergarten, relationality, place-based connection, ecological education, early childhood teachers, reconciliation, ecological awareness.

DOI: 10.7176/JEP/16-4-02

Publication date: April 30^th 2025