Unpacking the Nordic nature image: Pedagogy in Scandinavian nature-based kindergartens

Nature-based kindergartens are increasingly recognized as a defining feature of Nordic early childhood education. They are linked to child autonomy, holistic development, and ecological awareness. This colloquium examines this image by unpacking how “nature” functions as a physical setting and as a pedagogical partner. Applying the concept of affordances, we suggest that opportunities for play and learning do not arise automatically from Nordic landscapes; they are co-constructed through relational and sociocultural practices. Drawing on examples from kindergartens in Norway, Denmark, and Sweden, we identify shared values, such as child-centered learning and a focus on sustainability, alongside variations in how these values are enacted through cultural traditions, institutional philosophies, and local environments. These differences nuance the idea of a uniform “Nordic model” and highlight the need for contextual sensitivity in nature-based pedagogy. We conclude by emphasizing the importance of making implicit pedagogical values explicit and situating nature-based practices within broader debates about place-based learning and sustainability education.