Research-Informed Approaches

Our sustainability efforts are shaped by current research in early childhood education, environmental education, and climate science. We draw from models such as place-based learning, inquiry-driven science, and forest school principles. Our staff engage in professional reading, attend conferences, and participate in reflective communities of practice. We are committed to staying informed and adapting our methods as new evidence emerges. Research helps us validate our practices, identify gaps, and strengthen our impact. By grounding our work in science and pedagogy, we ensure that our programs are not only engaging, but also effective and ethical.

Our Research

Exploring Urban Barriers to Nature-Based Learning
This research project investigates the challenges urban early childhood educators face when implementing nature-based learning. Rooted in the belief that young children thrive through experiences in nature, the study reveals how educators in city settings navigate barriers such as limited green space, safety concerns, and a lack of resources. Despite these challenges, the findings highlight creative adaptations, a strong commitment to environmental stewardship, and the need for systemic support to ensure equitable access to nature-based education for all children.

OTHER RESEARCH

Initial Pilot Educator Perceptions of Outdoor Play

Below are some of the data charts from the initial survey that we conducted with a group of teachers from MVCDC. We had 14 respondents representing three centers: Twin Towers, Our Lady of the Rosary, and Findlay. The graphs below provide a visual snapshot of their responses and will help guide our next steps as we continue collaborating and supporting this group.

Barriers to Outdoor Play: Educator and Administrator Insights

Outdoor play is essential for children’s development and wellbeing, yet access remains inconsistent. Preschool Promise surveyed educators and administrators across Montgomery County to better understand the challenges they face and the support they need to make outdoor learning a daily reality.

The results highlight both shared values and real barriers, from lack of materials to restrictive weather policies. This feedback will inform future planning, resource allocation, and professional development to ensure that all children can benefit from meaningful outdoor experiences year-round.

Detailed Summary of Findings
File Size:	648 kb
File Type:	pdf

Download File

Assessment-Supported Nature + Sustainability Practices

As part of an Assessment-Supported approach to early childhood education, the tools provided in this section—the Nature-Based Learning Assessment (NBLA) and the Sustainability Education Self-Evaluation (SESE)—are designed to help educators and leaders gather meaningful data, reflect on current practices, and guide intentional growth.

Assessment is not just about outcomes—it’s about understanding how our environments, experiences, and interactions support children's development and learning. These tools offer structured, reflective frameworks that align with a commitment to continuous improvement and evidence-informed decision making in nature-based and sustainability-focused programs.

The NBLA helps assess the quality and authenticity of outdoor learning spaces, focusing on natural materials, ecological diversity, and opportunities for children to explore and interact with their environment.

The SESE offers a comprehensive look at how sustainability is embedded within the culture of a program—across leadership, teaching practices, family engagement, and the child experience.

Together, these assessments provide programs with the insight needed to strengthen and sustain high-quality, eco-conscious learning environments. They support the development of actionable goals and improvement plans that are grounded in observation, reflection, and community collaboration.

SESE
File Size:	148 kb
File Type:	pdf

Download File

NBLA
File Size:	95 kb
File Type:	pdf

Download File