This collection offers a wide-ranging and thoughtful examination of how nature education for young children is evolving in the 21st century. In chapters based on empirical research and examples of reflective practice, the book reveals how nature-based approaches are transforming educational policy, theoretical frameworks, and educational practice in early childhood and beyond. Drawing on research from international contributors across diverse educational settings, the volume explores:Challenges to concepts of childhood, risk, and human–nature interaction, past and presentCulturally specific and Indigenous knowledge systemsTeacher preparation and professional development pathwaysStrategies for family and community engagementEffective nature-based learning in urban environmentsBeyond highlighting successful approaches, the collection tackles implementation challenges head-on, providing practical recommendations and thought-provoking questions designed for both individual reflection and group discussion. This essential resource equips undergraduate and postgraduate students, education researchers, and practicing teachers with the insights they need to enact and critique nature-based pedagogical approaches, especially (but not only) for young learners.