Springtime pedagogy: Nurturing growth in children, educators and communities

As the scent of blossoms fills the air and daylight stretches a little longer each afternoon, early childhood educators are presented with one of the most fertile times of year, literally and pedagogically.

Spring is more than a change in temperature or an excuse for outdoor play. It offers a rich, evidence-informed canvas for deep, integrated learning opportunities that connect children with the natural world, nurture curiosity, and lay foundations for lifelong engagement in sustainability, science, and self-awareness.

Within the Early Years Learning Framework (EYLF), responsiveness to children and a commitment to learning through play are guiding principles. Seasonal change invites both.

As plants bud and birds return, educators can explore biology, environmental awareness, sensory experiences and cycles of change in ways that are concrete, observable and meaningful for children. Garden-based learning, nature walks, weather charts and storytelling under trees are not just seasonal novelties, they are pedagogical tools that deepen children’s sense of place, belonging, and understanding of natural systems.

Research highlights that children’s connection to nature supports emotional regulation, resilience, and cognitive development. When spring is framed not just as “outside time” but as a living inquiry, educators position themselves as co-researchers, guiding children to ask questions like:

• What do bees do and why are they important?
• Why do some animals appear now but not in winter?
• How do plants grow and what do they need?

These inquiries don’t require extensive resources, just intentionality, observation and space for dialogue.

Spring also offers opportunities to explore First Nations knowledge systems. Educators can engage with local seasonal calendars, which often reflect six or more distinct seasons rather than the Western four. For example, the Noongar Six Seasons in south-western WA include Djilba and Kambarang, transitional periods marked by changes in flora, fauna and climate. Similar resources can be found through the Danjoo Koorliny project and cultural guides like Yallingup Aboriginal Art’s overview.

This knowledge can be respectfully included in programming by:

• Consulting with local Elders or cultural organisations
• Using local names for seasons and animals
• Highlighting Indigenous land management practices, such as cool burning or sustainable harvesting

In doing so, educators demonstrate respect for Country and deepen children’s understanding of diverse worldviews, aligning with the principles of inclusion, reconciliation and cultural competence embedded in Quality Area 6 of the National Quality Standard (NQS).

Wellbeing, Rhythm and Renewal

For educators themselves, spring is a time to reconnect with purpose. The demands of the year’s first half often leave teams fatigued. Spring invites reflection, renewal and the opportunity to re-energise pedagogy and practice. Nature-based play, even for short intervals, has been shown to reduce stress and improve wellbeing for educators as well as children.

Leaders and educational teams can use this season to:

• Reflect on the year so far and reset goals for Term 4
• Revisit critical reflection practices in outdoor environments
• Strengthen partnerships with families through shared seasonal projects (e.g., planting days, outdoor picnics, nature journals)
• Explore support tools like Be You’s educator wellbeing resources to promote staff wellbeing and a positive work culture

Advocacy in Bloom

As Educators’ Day approaches, spring also offers a symbolic moment for advocacy. The profession’s visibility and value are more critical than ever. Sharing stories of spring learning, be it through documentation, community newsletters or social media, can serve as quiet but powerful advocacy for the pedagogical depth of ECEC work.

Images of children planting seeds, caring for insects, or simply noticing clouds are not just sweet moments, they’re evidence of skilled educators designing intentional, relational, and research-aligned experiences. They are snapshots of what quality education and care looks like in practice.

Spring reminds us that learning is not bound by worksheets or walls. It’s found in the turning of compost, the growth of bean shoots, the tracking of shadows across a playground. It is in the questions children ask, the answers they test, and the relationships they build, with each other, with educators, and with the world around them.

For early childhood educators, spring is not just a season, it’s an invitation: 

• to notice
• to wonder
• to teach with joy and purpose

And in that, there is growth for everyone.