This collection offers a wide-ranging and thoughtful examination of how nature education for young children is evolving in the twenty-first 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 present Culturally-specific and Indigenous knowledge systems Teacher preparation and professional development pathways Strategies for family and community engagement Effective nature-based learning in urban environments Beyond 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.