Akademik Veri Yönetim Sistemi
International Communication, Economics, Organization (CEO) Social Sciences Congress, Karachi, Pakistan, 6 - 07 Aralık 2025, ss.364-372, (Tam Metin Bildiri)
The pre-school period is an educational stage that structures the transition process to primary education and contributes to children's healthy mental, physical, and social development. This period not only supports children's developmental areas but also reveals their potential for curiosity and discovery. Nature-based educational practices play an important role in transforming children's curiosity and discovery tendencies into permanent and planned learning experiences. It is an educational approach in which the natural environment is used as a learning environment, and the elements and objects found in nature are evaluated as lesson content or learning materials. The effective and efficient use of natural environments in the pre-school period has multifaceted effects on children's cognitive, physical, and socio-emotional development areas, offering important outcomes, particularly in supporting the development of motor skills. This research is designed as a qualitative study examining prospective pre-school teachers' views on nature-based education practices. The phenomenological design, one of the qualitative research designs, is used in the study. The study group consists of 20 prospective pre-school teachers studying at a state university. The prospective pre-school teachers' views are collected through semi-structured interview forms prepared by the researcher. Content analysis is used to analyse the data obtained from the research, in line with the qualitative research design. The research results include findings and interpretations regarding the prospective teachers' views on nature-based education practices in the pre-school period.