From voice to action: Embedding children’s environmental rights through measurable participation in early childhood education
Background: Children’s voices are widely recognised in policy frameworks such as the UN Convention on the Rights of the Child, yet in early childhood education they are often enacted as values rather than measurable systems. This creates a gap between children’s expressed experiences and the decisions that shape their environments. In the context of climate change, well-being, and early learning, there is an urgent need for practical mechanisms that enable children’s perspectives—particularly in relation to nature and outdoor environments—to inform everyday practice and system design.
Aim: This presentation aims to demonstrate how children’s voices can be operationalised through a measurable, repeatable mechanism in early childhood education. It introduces the Access to Nature Survey as a tool to capture children’s lived experiences and explores how these insights can be translated into changes in environments, routines, and educator practice. It also aims to position the Nature Pedagogy Leader as a key workforce role enabling children’s participation, ecological literacy, and regulation through access to outdoor environments.
Method/approach: This practice-based study draws on implementation within an early learning setting. The Access to Nature Survey was used to document children’s access, choice, and engagement with natural environments. Observations, educator reflections, and changes to programming informed an iterative response model. A Nature Pedagogy Leader role supported educators and children, particularly those who regulate best outdoors. Ethical practice was guided by existing service consent processes, with children’s participation embedded in everyday pedagogical interactions rather than formalised research procedures.
Results/findings: The findings indicate that children’s participation becomes more visible and actionable when supported by structured mechanisms. The survey revealed patterns in access, preference, and engagement that directly informed changes to environments and routines. The presence of a Nature Pedagogy Leader increased educator confidence, supported program consistency, and enabled greater inclusion of children who benefit from outdoor regulation. Additionally, the use of an ecological literacy song helped children build a shared language and identity in relation to the natural world.
Conclusion: This study demonstrates that children’s voices can be embedded as a structured, actionable system rather than an aspirational value. By integrating the Access to Nature Survey with a Nature Pedagogy Leader role, early learning settings can translate children’s perspectives into real-time environmental and pedagogical change. This approach operationalises children’s rights, supports regulation and well-being, and builds ecological literacy, offering a scalable model for participatory, climate-responsive early childhood education.
Implications for children and families: You can expect your child’s voice to be heard and acted on in meaningful ways, shaping their environment, daily experiences, and connection to nature, while supporting their well-being, confidence, and sense of belonging.
Implications for practitioners: You can use simple, structured tools to listen to children and translate their perspectives into practice, while a Nature Pedagogy Leader supports you to embed outdoor learning, strengthen programs, and better meet children’s regulation and well-being needs.
Keywords: children’s participation, children’s rights, ecological literacy, mature pedagogy, early childhood education, environmental education, child voice mechanisms, outdoor learning, education policy
This presentation relates to the following United Nations Sustainable Development Goals: